CCL Papers

In Press | In Progress | 2025 | 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002 | 2001 | 2000 | 1999 | 1998 | 1997 and earlier

In Press

Schwartz, C., Aslan, U., Philip, P. D., & Wilensky, U. (2025). A Case Study on Analyzing Piagetian Research Interview Transcripts with Natural Language Processing & Computational Modeling. Paper accepted to the Jean Piaget Society 54th annual meeting. Belgrade, Serbia, May 29 - 31.

In Progress

Aslan, U., Dabholkar, S., Woods, P., & Wilensky, U. (In preparation). An exploration of the evolutionary pathway(s) from isogamy to anisogamy with a spatially explicit agent-based model.

Aslan, U., Levy, S., LaGrassa, N., Davey, B., Horn, M. S., & Wilensky, U. (In preparation). Leveraging the CT-STEM taxonomy as a design framework: The Connected Chemistry 2 Curriculum.

Crain, M., & Wilensky, U. Learning through computer-based modeling: A guide for teachers and parents.

Wagh, A., Horn, M., Levy, S., Brady, C., Guo, B. & Wilensky, U. (In preparation). Evolution as computation: Programming to learn about adaptation as a computational phenomenon.

Wagh, A., Levy, S., Horn, M., Guo, B., & Wilensky, U. (In review) Learning to Reason About Natural Selection as a Computational Process by Programming Agent-Based Models in a Code-First Environment.

Wagh, A. & Wilensky, U. (In preparation). Rule-driven & event-driven sense making: Comparing learning processes of model building v/s exploring.

2025

Chen, J., Lotsos, A., Sherin, B., Wilensky, U., Zhou, L. (2025). Processes Matter: How ML/GAI Approaches could support Open Qualitative Coding of Online Discourse Datasets. In P. Seitamaa-Hakkaraine & K. Kangas (Eds.), Proceedings of 19th International Conference of the Learning Sciences (ICLS) 2025.

Dabholkar, S., Irgens, G. A., & Wilensky, U. (2025). Characterizing Integrated Learning of Disciplinary Core Ideas and Science Practices in a Computational Thinking (CT)–Integrated Biology Curriculum. Journal of Science Education and Technology, 1-16.

Gok, S., Dawud, T., Levy, S.T, & Wilensky U. (2025). From Molecules to Ecosystems: Scientists’ Conceptualizations of Dynamic Equilibrium. In P. Seitamaa-Hakkaraine & K. Kangas (Eds.), Proceedings of the 2025 International Society of the Learning Sciences (ISLS) Annual Meeting.

Fuhrmann, T., Rabinowitz, G., Peel, A., Jacob, S., Burke, Q., Krakowski, A., Greenwald, E., Gupta, P., Chaffee, R., Anderson, E., Perret, B., Malyn-Smith, J., Peterson, K., Chen, J., Wilensky, U., Wendel, D., Han, A., Wagh, A., Blikstein, P. & Lee, I (2025). Computational Thinking Without Writing Code: What’s Next for Computational Modeling? [Symposium] In P. Seitamaa-Hakkaraine & K. Kangas (Eds.), Proceedings of the 2025 International Conference of the Learning Sciences. Helsinki, Finland.

Gok, S., Levy, S. T., Wilensky, U., & Dawud, T. (2025). Dynamic Equilibrium in Science Education: Cross-Disciplinary Perspectives. In P. Seitamaa-Hakkaraine & K. Kangas (Eds.), Proceedings of 19th International Conference of the Learning Sciences (ICLS) 2025.

Gurkan, C., Jwalapuram, N. K., Wang, K., Danda, R., Chen, J., Rasmussen, L., & Wilensky, U. (2025). LEAR: LLM-Driven Evolution of Agent-Based Rules. In Ochoa, G. (Ed), Proceedings of the Genetic and Evolutionary Computation Conference Companion, 2309-2326.

Kelter, J. Z., Emery, J. D., & Wilensky U. (2025). Computational Modeling in Materials Science and Engineering: Student Responses to a Restructured Introductory Course. 2025 ASEE Annual Conference & Exposition.

2024

Aslan, U., Horn, M., & Wilensky, U. (2024). Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study. Science Education, 1–28. https://doi.org/10.1002/sce.21850

Chen, J., Lotsos, A., Zhao, L., Hullman, J., Sherin, B., Wilensky, U., & Horn, M. (2024). A Computational Method for Measuring" Open Codes" in Qualitative Analysis. arXiv preprint arXiv:2411.12142. https://arxiv.org/abs/2411.12142

Chen, J., Lotsos, A., Zhao, L., Wang, G., Wilensky, U., Sherin, B., & Horn, M. (2024). Prompts Matter: Comparing ML/GAI Approaches for Generating Inductive Qualitative Coding Results. Accepted by AERA Annual Meeting 2025.https://arxiv.org/abs/2411.06316

Chen, J., Lu, X., Du, Y., Rejtig, M., Bagley, R., Horn, M. S., & Wilensky, U.(2024). Learning Agent-based Modeling with LLM Companions: Experiences of Novices and Experts Using ChatGPT & NetLogo Chat. In F.F. Mueller & P. Kyburz (Eds.), Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems. https://dl.acm.org/doi/10.1145/3613904.3642377

Chen, J., Zhao, L., Li, Y., Xie, Z., Wilensky, U., & Horn, M. S.(2024). “Oh My God! It’s Recreating Our Room!” Understanding Children’s Experiences with A Room-Scale Augmented Reality Authoring Toolkit. In F.F. Mueller & P. Kyburz (Eds.), Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems. https://dl.acm.org/doi/10.1145/3613904.3642043

Dabholkar, S., & Wilensky, U. (2024). Designing computational models as Emergent Systems Microworlds to support epistemically agentive learning of emergent biological phenomena. International Journal of Science Education, 1–23. https://doi.org/10.1080/09500693.2024.2356228

Kelter, J., & Emery, J. D. (2024). Re-Envisioning Materials Science Education Through Atomic-Level Computational Modeling. 2024 ASEE Annual Conference & Exposition. https://peer.asee.org/re-envisioning-materials-science-education-through-atomic-level-computational-modeling

Levy, M., Peel, A., Zhao, L., LaGrassa, N., Horn, M. S., & Wilensky, U. (2024). Secondary science teachers' conceptualizations and modifications to support equitable participation in a co-designed computational thinking lesson. Journal of Research in Science Teaching, 1–35. https://doi.org/10.1002/tea.21998

Swanson, H. & Wilensky, U. (2024). Meta-theoretic competence for computational agent-based modeling. In Proceedings of the 2nd Annual ACM Symposium on Learning, Design and Technology, (pp. 38-46) New York: ACM. https://doi.org/10.1145/3663433.3663458

Swanson, H., Lawrence, L., Arnell, J., Jones, B., Sherin, B., & Wilensky, U. (2024). Computational models as tools for supporting responsive teaching. Behaviour & Information Technology, 44(5), 1035–1052. https://doi.org/10.1080/0144929X.2024.2377385

2023

Abrahamson, D. (2023). Almost in our grasp: The (slow) digital return of multimodal educational resources. Constructivist Foundations, 18(2), 202–206.

Abrahamson, D., Tancredi, S., Chen, R. S. Y., Flood, V. J., & Dutton, E. (2023). Embodied design of digital resources for mathematics education: Theory, methodology, and framework of a pedagogical research program. In B. Pepin, G. Gueude, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education.

Abrahamson, D., Ryokai, K., & Dimmel, J. K. (2023). Learning mathematics with digital resources: Reclaiming the cognitive role of physical movement. In B. Pepin, G. Gueude, & J. Choppin (Eds.), Handbook of digital resources in mathematics education. Springer. https://doi.org/10.1007/978-3-030-95060-6_22-1

Chen, J., & Wilensky, U. J. (2023). Measuring Young Learners’ Open-ended Agent-based Programming Practices with Learning Analytics. Presented at AERA Annual Meeting 2023.

Chen, J., & Wilensky, U. J. (2023). Tortuga: Building Interactive Scaffolds for Agent-based Modeling and Programming in NetLogo. In J. D. Slotta & E. S. Slotta (Eds.), Proceedings of International Society of the Learning Sciences (ISLS) Annual Meeting 2023.

Chen, J., Horn, M. S., & Wilensky, U. J. (2023, June). NetLogo AR: Bringing Room-Scale Real-World Environments Into Computational Modeling for Children. In A. Catala & C. Sylla (Eds.), Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (pp. 736-739).

Chen, J., Zhao, L., Horn, M. S., & Wilensky, U. J. (2023, June). The Pocketworld Playground: Engaging Online, Out-of-School learners with Agent-based Programming. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (pp. 267-277).

Hershkovitz, A., Bain, C., Kelter, J., Peel, A., Wu, S., Horn, M., & Wilensky, U. (2023) Contribution of computational thinking to STEM education: High school teachers' perceptions after a professional development program. Journal of Computers in Mathematics and Science Teaching.

Kelter, J., Peel, A., Davey, B., Horn, M., & Wilensky, U. (2023). Quickstart Spaceship Programming for Developing Physical Intuition. Paper presented at National Association for Research in Science Teaching (NARST) 2023, Chicago, IL

Kelter, J., Peel, A., Davey, B., Horn, M., & Wilensky, U. (2023). Quickstart Spaceship Programming for Developing Physical Intuition and Connecting it to Propositional Physics Knowledge. In proceedings of the International Society of the Learning Sciences (ISLS) 2023. Montreal, CA.

Kelter, J., Wilensky, U., & Potvin, J. (2023). Introducing Land Constraints to Macroeconomic Agent-Based Models. In Z. Yang & S. Núñez-Corrales (Eds.), Proceedings of the 2022 Conference of The Computational Social Science Society of the Americas (pp. 35–48). Springer International Publishing. https://doi.org/10.1007/978-3-031-37553-8_3

Peel, A., Dabholkar, S., Anton, G., Horn, M., & Wilensky, U. (2023) Characterizing changes in teacher practice and values through co-design and implementation of computational thinking integrated biology units. Computer Science Education, DOI: 10.1080/08993408.2023.2265763

Peel, A., Hao, D., Horn, M.S., Wilensky, U. How teachers integrated CT into science and math co-designed curricular units. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) 2023. Chicago, IL.

Peel, A., Hao, D., Horn, M.S., Wilensky, U. (2023). How teachers integrated CT into science and math co-designed curricular units. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) 2023. Chicago, IL.

Peel, A., Hao, D., Horn, M.S., Wilensky, U. (2023). CT integration with science and math through co-designed curricular units. Paper presented at the 2023 Annual Meeting of the National Association of Research in Science Teaching (NARST). Chicago, IL

Shvarts, A., & Abrahamson, D. (2023). Coordination dynamics of semiotic mediation: A functional dynamic systems perspective on mathematics teaching/learning. In T. Veloz, R. Videla, & A. Riegler (Eds.), Education in the 21st century [Special issue]. Constructivist Foundations, 18(2), 220–234. https://constructivist.info/18/2

Swanson, H., Lawrence, L., Arnell, J., Dawkins, A., Jones, B., Sherin, B., Wilensky, U. (2023). Helping teachers cultivate responsive teaching strategies through co-designed computational models. In Proceedings of the 22nd ACM International Conference on Interaction Design and Children. New York: ACM.
Wu, S., Swanson, H., Sherin, B., & Wilensky, U. (2023, April). Using Agent-based Computational Modeling Microworlds to Help Middle School Students Learn about Epidemiology. Paper presented at the annual meeting of the American Education Research Association, Chicago, IL.

2022

Abrahamson, D. (2022). Enactive perception as mathematics learning. In M.-C. Shanahan, B. Kim, M. A. Takeuchi, K. Koh, A. P. Preciado-Babb, & P. Sengupta (Eds.), The Learning Sciences in conversation: Theories, methodologies, and boundary spaces (pp. 153–170). Routledge.

Abrahamson, D., Dutton, E., & Bakker, A. (2022).Towards an enactivist mathematics pedagogy. In S. A. Stolz (Ed.), The body, embodiment, and education: An interdisciplinary approach (pp. 156–182). Routledge.

Abrahamson, D., & Lindgren, R. (2022). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd ed.) (pp. 301–320). Cambridge University Press.

Abrahamson, D., & Mechsner, F. (2022). Toward synergizing educational research and movement sciences: A dialogue on learning as developing perception for action. Educational Psychology Review, 34(3), 1813-1842. https://doi.org/10.1007/s10648-022-09668-3

Benally, J., Palatnik, A., Ryokai, K., & Abrahamson, D. (2022). Learning through negotiating conceptually generative perspectival complementarities: The case of geometry. For the Learning of Mathematics, 42(3), 34–41.

Chen, J., Zhao, L., Xiao, F., Horn, M. & Wilensky, U. (2022). Self-Governed Collaborative Inquiry in Action: A Case Study of a Large-Scale Online Youth Community. Paper presented at CSCL 2022. Hiroshima, Japan: International Society of the Learning Sciences.

Dabholkar, S., Danish J., & Wilensky, U. (2022). Guided Epistemic Expansion in a Science Classroom. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.) Proceedings of the International Conference of the Learning Sciences (ICLS) 2022, (pp. 361-368), Hiroshima, Japan: ISLS.

Dabholkar, S., & Wilensky, U. (2022). Epistemic Games with Emergent Systems Microworlds. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.) Proceedings of the International Conference of the Learning Sciences (ICLS) 2022, (pp. 480-487), Hiroshima, Japan: ISLS.

Davey, B., Peel, A., Horn, M.S., & Wilensky, U. (2022). Learning Natural Selection through Computational Models in a High School A.P. Biology Classroom. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.

DeLiema, D., Kwon, Y. A., Chisholm, A., Williams, I., Dahn, M., Flood, V. J., Abrahamson, D., & Steen, F. F. (2022). A multi-dimensional framework for documenting students’ heterogeneous experiences with programming bugs. Cognition and Instruction, 1-43. https://doi.org/10.1080/07370008.2022.2118279

Flood, V. J., Shvarts, A., & Abrahamson, D. (2022). Responsive Teaching for Embodied Learning with Technology. In S. L. Macrine & J. M. B. Fugate (Eds.), Movement Matters: how embodied cognition informs teaching and learning (pp. 179–195). essay, The MIT Press.

Fuhrmann, T., Levy, S., Wilensky, U., Blikstein, P., Bumbacher, E., Saba, J., Langbeheim, E., Hel-Or, H., Fernandez, C., de Deus Lopes, R., Klopfer, E., Wendel, D., Wagh, A., & Wilkerson, M. (2022). Developing Accessible and Sustainable Computational Modeling Tools in Learning Science: What is Next? Proceedings of the International Conference for the Learning Sciences (ICLS 2022), Hiroshima, Japan: ISLS.

Jones, B., & Swanson, H. (2022). A Framework for Assessing Teacher’s Readiness for Pedagogical Transformation. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.

Kelter, J., Wilensky, U., & Potvin, J. (2022). Introducing Land Constraints to Macroeconomic Agent-based Models. Proceedings of the 2022 Conference of The Computational Social Science Society of the Americas.

Kelter, J. Wit, J., Conboy, W., Potvin, J., & Wilensky, U. (2022). Poster: A General-Purpose ‘Economic Petri Dish’ ABM with ‘Land’ and ‘Organization’ to Test Indexed Pricing Methods for Stability and Resilience. The Computational Social Science Society of the Americas (CSS) 2022.

Lambert, S. G., Fiedler, B. L., Hershenow, C. S., Abrahamson, D., & Gorlewicz, J. L. (2022). A tangible manipulative for inclusive quadrilateral learning. Journal on Technology & Persons with Disabilities. [Winner: Best Submission—Dr. Arthur I. Karshmer Award for Assistive Technology Research]

Levy, M., Dabholkar, S., Zhao, L., Juhl, S., Levites, L., Mills, J., Wu, S., Peel, A., Horn, M.S., & Wilensky, U. (2022). Conceptualizing and operationalizing equity-focus in designing Computational Thinking (CT) integrated science and mathematics curricula. Paper accepted to the Annual Meeting of the American Educational Research Association (AERA) 2022. San Diego, CA..

Levy, M., Peel, A., Dabholkar, S., Zhao, L., Juhl, S., Levites, L., Mills, J., Wu, S., Horn, M.S., & Wilensky, U. (2022). Co-Designing to Understand Equity-Focus in Computational Thinking (CT) Integrated Science Curricula. the 2022 Annual Meeting of the National Association of Research in Science Teaching (NARST). Vancouver, British Columbia.

Peel, A., Kelter, J., Zhao, L., Horn, M.S., Wilensky, U. (2022). A Design-Based Research Methodology Utilizing Conjecture Mapping to Frame Embedded Co-design Cycles. Paper accepted to the 2022 Annual Meeting of the National Association of Research in Science Teaching (NARST). Vancouver, British Columbia.

Peel, A., Kelter, J., Zhao, L., Horn, M.S., Wilensky, U.(2022). Conjecture Mapping: An Approach to Conducting Design-Based Research with Embedded Co-design Cycles. Paper accepted to the Annual Meeting of the American Educational Research Association (AERA) 2022. San Diego, CA.

Peel, A., Kelter, J., Zhao, L., Horn, M., & Wilensky, U. (2022). Designing learning environments with iterative conjecture mapping to support teachers’ computational thinking learning. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.

Swanson, H., Sherin, B., & Wilensky, U. (2022). Tuning Perceptions and Inferences to See a Graph in a New Way. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.

Vermeer, W., Gurkan, C., Hjorth, A., Benbow, N., Mustanski, B. M., Kern, D., Brown, C. H., & Wilensky, U. (2022). Agent-based model projections for reducing HIV infection among MSM: Prevention and care pathways to end the HIV epidemic in Chicago, Illinois. PloS one, 17(10), e0274288. https://doi.org/10.1371/journal.pone.0274288

Vermeer, W.H., Smith, J.D., Wilensky, U. et al (2022). High-Fidelity Agent-Based Modeling to Support Prevention Decision-Making: an Open Science Approach. Prevention Science 23, 832–843 (2022). https://doi.org/10.1007/s11121-021-01319-3.

Wu, S., Peel, A., Zhao, L., Horn, M., & Wilensky, U. (2022) A professional development that helps teachers integrate computational thinking into their STEM classrooms. Innovations in Science Teacher Education 7(2).

Wu, S., Swanson, H., Sherin, B., & Wilensky, U. (2022). Students’ Prior Knowledge of Disease Spread and Prevention. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.

Wu, S., Swanson, H., Sherin, B., & Wilensky, U. (2022). Investigating Student Learning about Disease Spread and Prevention in the Context of Agent-Based Computational Modeling. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.

Zhao, L., Peel, A., Horn, M.S., Wilensky, U. (2022). Student perceptions of computational thinking practices in a CT-integrated environmental science unit. Paper accepted to the Annual Meeting of the American Educational Research Association (AERA) 2022. San Diego, CA.

Zhao, L., Peel, A., Horn, M.S., Wilensky, U. (2022). Student perceptions of computational thinking practices in a CT-integrated Environmental Science Unit. Paper accepted to the 2022 Annual Meeting of the National Association of Research in Science Teaching (NARST). Vancouver, British Columbia.

2021

Abrahamson, D. (2021). Grasp actually: An evolutionist argument for enactivist mathematics education. Human Development. https://doi.org/10.1159/000515680

Abrahamson, D., Worsley, M., Pardos, Z., & Ou, L. (2021). Learning analytics of embodied design: Enhancing synergy. International Journal of Child-Computer Interaction, 100409. https://doi.org/10.1016/j.ijcci.2021.100409

Aslan, U. Wu, S. P., Horn, M., & Wilensky, U. (2021). Connecting "the chemistry triplet" through co-designing computational models with teachers: A case study on calorimetry . Paper presented at the 2021 Annual Meeting of the American Education Research Association (AERA).

Ba, H., & Abrahamson, D. (2021). Taking design to task: A dialogue on task-initiation in STEM activities.. Educational Designer, 4(14), 1–21.

Bain, C., Hershkovitz, A., Dabholkar, S., Horn, M. S., & Wilensky, U. (2021). Identifying Evidence of Student Engagement in CT via Automated Response Analysis. In Dabholkar S. (Symposium organizer), Integrating Computational Thinking in Science Curricula: Professional Development and Student Assessment. Presented at the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST).

Botetano, C., & Abrahamson, D. (2021). The Botetano arithmetic method: Introduction and early evidence. International Journal of Mathematical Education in Science and Technology, 1-19. https://doi.org/10.1080/0020739X.2020.1867916

Dabholkar, S., (2021). Designing computational models as Emergent Systems Microworlds for learning biomaking digitally. In Walker, J. and Strawhacker, A. (Symposium chairs), The Biomaker Ecosystem: Technologies, Spaces and Curriculum for K-12 Making with Biology. Presented at The 2021 Annual Meeting of American Education Research Association (AERA).

Dabholkar, S., Horn, M., & Wilensky, U. (2021). A technology-mediated co-design approach for integrating Computational Thinking in a science classroom. Paper presented in the 2021 Annual Meeting of the American Education Research Association (AERA).

Dabholkar, S., Peel, A., Hao, D., Kelter, J., Horn, M., & Wilensky, U. (2021). Analysis of Co-designed Biology Units Integrated with Computational Thinking Activities. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 665-668). Bochum, Germany: International Society of the Learning Sciences.

Dabholkar, S., Tran, S., Horn, M. S., & Wilensky, U. (2021). Students' Attitudinal Change After Participating in a CT integrated Biology Unit . In Dabholkar S. (Symposium organizer), Integrating Computational Thinking in Science Curricula: Professional Development and Student Assessment. Presented at the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST).

Hershkovitz, A., Bain, C., Kelter J., Horn, M. S., & Wilensky, U. (2021). Teachers' Perceptions of the Contribution of Computational Thinking to Science and Math Classrooms. In Dabholkar S. (Symposium organizer), Integrating Computational Thinking in Science Curricula: Professional Development and Student Assessment. Presented at the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST).

Jacobson, M. & Wilensky, U. (2021). Complex systems and the learning sciences: Educational, theoretical, and methodological implications. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd Edition). Cambridge, UK: Cambridge University Press.

Kelter, J., Bugler, A., & Wilensky, U. (2021). Agent-Based Models of Quadratic Voting. In Z. Yang, & E. von Briesen (Eds.), Proceedings of the 2020 Conference of The Computational Social Science Society of the Americas (pp. 131-142). (Springer Proceedings in Complexity). Springer Science and Business Media B.V. https://doi.org/10.1007/978-3-030-83418-0_8

Kelter, J., Peel, A., Bain, C., Anton, G., Dabholkar, S., Horn M. S., & Wilensky, U. (2021). Constructionist Co-design: A Dual Approach to Curriculum and Professional Development. British Journal of Educational Technology, 1043–1059. https://doi.org/10.1111/bjet.13084

Kelter, J. Z., Emery, J. D., & Wilensky, U. (2021). A Multi-level Diffusion Unit: Connecting Submicro- and Macro-levels with Computational, Graphical, and Mathematical Representations. 2021 ASEE Virtual Annual Conference.

Kelter, J. Z., & Emery, J. D., & Wilensky, U. (2021, July). A Multi-level Diffusion Unit: Connecting Submicro- and Macro-levels with Computational, Graphical, and Mathematical Representations. Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36595

Levy, M., Peel, A., Dabholkar, S., Zhao, L., Juhl, S., Levites, L., Mills, J., Wu, S., Horn, M.S., & Wilensky, U. (2021). Co-Designing to Understand Equity-Focus in Computational Thinking (CT) Integrated Science Curricula. Paper presented to the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST)..

Levy, M., Wu, S. P. W., Dabholkar, S., Horn, M. S., & Wilensky, U. (2021). Teachers' Sensemaking of CT Integration and Pedagogical Approaches. In Dabholkar S. (Symposium organizer), Integrating Computational Thinking in Science Curricula: Professional Development and Student Assessment. Presented at the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST).

Martin, K. & Wilensky, U. (2021). How do ants know what to do? Paper presented at the 2021 Annual Meeting of the American Education Research Association (AERA).

Martin, K., Horn, M., & Wilensky, U. (2021). Constructivist Dialogue Mapping: A Comparison of Museum Experience. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1081-1082). Bochum, Germany: International Society of the Learning Sciences.

Pardos, Z. A., Rosenbaum, L. F., & Abrahamson, D. (2021). Characterizing learner behavior from touchscreen data. International Journal of Child-Computer Interaction, 100357. https://doi.org/10.1016/j.ijcci.2021.100357

Peel, A., Dabholkar, S., Wu, S., Horn, M.S., Wilensky, U. (2021). An Evolving Definition of Computational Thinking in Science and Mathematics Classrooms. Proceedings of the 5th APSCE International Computational Thinking and STEM in Education Conference 2021, (pp. 119-122).

Peel, A., Kelter, J., Wilensky, U., & Horn, M. (2021). Supporting the Integration of Computational Thinking and Science Through Professional Development and Co-design. Presented to the Annual Meeting of the Association of Science Teacher Education (ASTE) 2021. Salt Lake City, UT.

Peel, A., Kelter, J., Horn, M., & Wilensky, U. (2021). Designing professional learning experiences to support teachers' computational thinking learning and confidence. Presented at the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST).

Peel, A., Kelter, J., Horn, M. & Wilensky, U. (2021). Supporting the Integration of Computational Thinking and Science Through Professional Development and Co-design. Presented at the Annual Meeting of the Association of Science Teacher Education (ASTE) 2021. Virtual, Salt Lake City, UT.

Swanson, H., Sherin, B., Wilensky, U. (2021). Characterizing student theory building in computational modeling activities. Proceedings of the 15th International Conference of the Learning Sciences. Bochum, Germany: International Society of the Learning Sciences.

Swanson, H., Sherin, B., Wilensky, U. (2021). Refining student thinking through computational modeling. Proceedings of the 15th International Conference of the Learning Sciences. Bochum, Germany: International Society of the Learning Sciences.

Tancredi, S., Abdu, R., Abrahamson, D., & Balasubramaniam, R. (2021). Modeling nonlinear dynamics of fluency development in an embodied-design mathematics learning environment with Recurrence Quantification Analysis. International Journal of Child-Computer Interaction, 100297. https://doi.org/10.1016/j.ijcci.2021.100297

Wu, S., Horn, M., & Wilensky, U. (Apr 2021). Positioning teachers as co-designers to integrate CT practices in STEM. Related Paper-Set on Integrating Computational Thinking in Science Curricula: Teacher Professional Development and Student Assessment. NARST Annual Conference (NARST 2021). Online Presentation.

Wu, S. P. W., Peel, A., Bain, C., Horn, M. S. & Wilensky, U. (2021). Different Paths, Same Direction: How Teachers Learn Computational Thinking in STEM Practices through Professional Development. In Looi, C.K., Wadhwa, B., Dagiené, V., Seow, P., Kee, Y.H., & Wu, L.K. (Eds.) Proceedings of the 5th APSCE International Computational Thinking and Stem in Education Conference (CTE) (pp.52-58).

Wu, S., Jones, B. (*), Swanson, H., Horn, M., Wilensky, U. (2021). A Tale of Two PDs: Exploring Teachers' Experiences in Co-designing Computational Activities. Proceedings of the 15th International Conference of the Learning Sciences. Bochum, Germany: International Society of the Learning Sciences.

Wu, S. P. W., Anton, G., Bain, C., Peel, A. N., Horn, M. S., & Wilensky, U. (2021). Tools and resources for integrating computational thinking into your science classes. Presented at the NSTA National Conference 2021, Chicago, IL.

2020

Abrahamson, D. (2020). Strawberry feel forever: Understanding metaphor as sensorimotor dynamics. The Senses and Society, 15(2), 216–238. https://doi.org/10.1080/17458927.2020.1764742

Abrahamson, D., & Abdu, R. (2020, April). Who constructs constraints? An ecological-dynamics comparison of two DME design rationales. Paper presented at the annual meeting of the American Educational Research Association (SIG Learning Sciences), San Francisco, April 17–21

Abrahamson, D., & Abdu, R. (2020). Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: The case of dynamic mathematics environments. In T. J. Kopcha, K. D. Valentine, & C. Ocak (Eds.), Embodied cognition and technology for learning [Special issue]. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09805-1

Abrahamson, D., & Chase, K. (2020). Syntonicity and complexity: A design-based research reflection on the Piagetian roots of Constructionism. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Designing constructionist futures: The art, theory, and practice of learning designs (pp. 311–322). MIT Press.

Abrahamson, D., Nathan, M. J., Williams-Pierce, C., Walkington, C., Ottmar, E. R., Soto, H., & Alibali, M. W. (2020). The future of embodied design for mathematics teaching and learning [Original Research]. Frontiers in Education, 5(147). https://doi.org/10.3389/feduc.2020.00147

Abrahamson, D., Zolkower, B., & Stone, E. (2020). Reinventing RME at Berkeley: Emergence and development of a course for pre-service teachers. In M. van den Heuvel-Panhuizen, P. Drijvers, M. Doorman, & M. van Zanten (Eds.), Reflections from abroad on the Netherlands didactic tradition in mathematics education (255–277). Berlin: Springer International.

Arastoopour Irgens, G., Dabholkar, S., Bain, C., Woods, P., Hall, K., Swanson, H. & Wilensky, U. (2020). Modeling and Measuring High School Students’ Computational Thinking Practices in Science. Journal of Science Education and Technology, 29(1), 137-161.

Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Code-first learning environments for science education: a design experiment on kinetic molecular theory. Proceedings of the Constructionism 2020 Conference. Dublin, Ireland.

Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Phenomenological Programming: a novel approach to designing domain specific programming environments for science learning. Proceedings of the ACM Interaction Design and Children (IDC) conference. London, United Kingdom.

Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Putting the Taxonomy into Practice: Investigating Students' Learning of Chemistry with Integrated Computational Thinking Activities. Paper presented at the American Education Research Association (AERA) Conference. San Francisco, CA.

Bain, C., Anton, G., Horn, M., Wilensky, U. (2020). Back to Computational Transparency: Co-design with Teachers to Integrate Computational Thinking in Science Classrooms . In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2069-2076). Nashville, Tennessee: International Society of the Learning Sciences.

Bain, C., Anton, G., Horn, M., Wilensky, U. (2020). Using blocks-based agent-based modeling for computational activities in STEM classrooms. Paper presented at the 2020 Blocks and Beyond Conference.

Bain, C., Dabholkar, S., & Wilensky, U. (2020). Confronting Frame Alignment in CT Infused STEM Classrooms. In Kong, S.C., Hoppe, H.U., Hsu, T.C., Huang, R.H., Kuo, B.C., Li, K.Y., Looi, C.K., Milrad, M., Shih, J.L., Sin, K.F., Song, K.S., Specht, M., Sullivan, F., & Vahrenhold, J. (Eds.). Proceedings of the Computational Thinking Education (CTE) 2020 Conference (pp.63-68). Hong Kong, China.

Bain, C., & Wilensky, U. (2020, February). Vectors of CT-ification: Integrating Computational Activities in STEM Classrooms. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (pp. 1361-1361).

Brady, C., Stroup, W. M., Petrosino, A. & Wilensky, U. J. (2020) Amplifying the Restructuration Potential of Agent-Based Modeling Through Group-Based Activity Structures [Symposium]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/szuaxl3 (Conference Canceled)

Chen, J. & Wilensky, U. (2020). NetLogo Mobile: An Agent-Based Modeling Platform and Community for Learners, Teachers, and Researchers. Proceedings of the International Conference for the Learning Sciences (ICLS 2020), Nashville, USA: ISLS.

Chen, R. S. Y., Ninh, A., Yu, B., & Abrahamson, D. (2020). Being in touch with the core of social interaction: Embodied design for the nonverbal. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences. Proceedings of the 14th meeting of the International Society of the Learning Sciences (ICLS 2020) (Vol. 3, pp. 1681–1684). International Society of the Learning Sciences.

Dabholkar, S., Arastoopour Irgens, G., Horn, M., & Wilensky, U. (2020). Students' epistemic connections between science inquiry practices and disciplinary ideas in a computational science unit . Proceedings of the International Conference for the Learning Sciences (ICLS 2020), Nashville, USA: ISLS.

Dabholkar, S., Peel, A, Anton, G., Horn, M., & Wilensky, U. (2020). Analysis of teachers' involvement in co-design and implementation of CT (Computational Thinking) integrated biology units. Paper accepted for presentation at the American Education Research Association (AERA) Conference, San Francisco, CA, USA. (Conference canceled due to COVID-19).

Dabholkar, S., & Wilensky, U. (2020). Designing computational models as emergent systems microworlds to support learning of scientific inquiry. Proceedings of EpiSTEME8 ⁠International Conference to review research in Science, Technology and Mathematics Education, Mumbai, India.

Flood, V. J., Shvarts, A., & Abrahamson, D. (2020). Teaching with embodied learning technologies for mathematics: Responsive teaching for embodied learning. ZDM Mathematics Education, 52(7), 1307-1331. https://doi.org/10.1007/s11858-020-01165-7

Hjorth, A., Head, B., Brady, C. & Wilensky, U. (2020). LevelSpace – a NetLogo Extension for Multi-Level Agent-Based Modeling. Journal of Artificial Societies and Social Simulation, Journal of Artificial Societies and Social Simulation, vol. 23(1), pages 1-4.

Kelter, J. Z., Emery, J. D., & Wilensky, U. (2020). Learning About Diffusion at Two Levels: Micro-scale-computational to macro-scale-analytical. 2020 ASEE Virtual Annual Conference. American Society of Engineering Education.

Kelter, J. Z., Peel, A., Bain, C., Anton, G., Dabholkar, S., Aslan, Ü., Horn, M., & Wilensky, U. (2020). Seeds of (r)Evolution: Constructionist Co-Design with High School Science Teachers. In B. Tangney, J. R. Byrne, & C. Girvan (Eds.), Proceedings of the 2020 Constructionism Conference, Dublin, Ireland, May 26—May 29, 2020 (p.497-505). (ISBN 978-1-911566-09-0)

Martin, K., Horn, M., & Wilensky, U. (2020). Constructivist Dialogue Mapping Analysis of Ant Adaptation. Informatics in Education, 18(1).

Martin, K., Bain, C., Swanson, H., Horn, M., & Wilensky, U. (2020). Building Blocks: Kids Designing Scientific, Domain-specific, Block-based, Agent-based Microworlds. Proceedings of the International Conference of the Learning Sciences (ICLS) 2020, Nashville, TN.

Martin, K., Horn, M., & Wilensky, U. (2020). Constructivist Dialogue Mapping of learning in Museums and Informal Spaces. Paper Accepted to the Journal of Education Informatics, Vilnius, Lithuania.

Martin, K., & Sengupta, P. (2020). Multi-Agent Simulations of Intra-colony Violence in Ants. Proceedings of the International Conference of Complex Systems.

Peel, A., Dabholkar, S., Anton, G., Wu, S., Wilensky, U., & Horn, M. (2020). A Case Study of Teacher Professional Growth Through Co-design and Implementation of Computationally Enriched Biology Units. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1950-1957). Nashville, Tennessee: International Society of the Learning Sciences.

Peel, A., Dabholkar, S., Anton, G., Horn, M., & Wilensky, U. (2020). Teachers' professional growth through co-design and implementation of computational thinking (CT) integrated biology units . Presented at the Annual Meeting of the Association of Science Teacher Education (ASTE). January, 2020. San Antonio, TX.

Peel, A., Dabholkar, S., & Granito, T. (2020, November). Teaching Experimental Design with Computational Thinking. Poster presented at the annual meeting of the National Association of Biology Teachers (NABT). 2019 November 14-17; Chicago, IL.

Rosenbaum, L. F., Kaur, J., & Abrahamson, D. (2020). Shaping perception: Designing for participatory facilitation of collaborative geometry. In R. Nemirovsky & N. Sinclair (Eds.), "On the intertwined contributions of physical and digital tools for the teaching and learning of mathematics" [Special issue]. Digital Experiences in Mathematics Education, 6(2), 213–232. https://doi.org/10.1007/s40751-020-00068-2

Swanson, H., Martin, K., Jones, B., Hedayati, M., Wu, S., Sherin, B., Wilensky, U. (2020, April).Characterizing the nature of student theory building in the context of computationalmodeling activities. Paper accepted for presentation at the annual meeting of the American Education Research Association.

Swanson, H., Martin, K., Sherin, B., Wilensky, U. (2020). Characterizing student theory building in the context of block-based agent-based modeling microworlds. Proceedings of the 14th International Conference of the Learning Sciences. Nashville, Tennessee: International Society of the Learning Sciences.

Thompson, J., Wu, S.P.W., Mills, J., Horn, M.S., & Wilensky, U. (2020). The use of programming software in a secondary mathematics classes. Paper presented at 2020 ASEE Annual Conference. Montreal, Canada.

Vermeer, W., Hjorth, A., Jenness, S. M., Brown, C. H., & Wilensky, U. (2020).Leveraging modularity during replication of high-fidelity models: Lessons from replicating an agent-based model for HIV prevention. Journal of Artificial Societies and Social Simulation, 23(4),7.

Wilensky, U. (2020). Further Developments in Restructuration Theory. In S.T.Levy & P.Sengupta (symposium chairs), Restructuring Concepts and Tools through a Complexity Perspective. Paper presented at the annual meeting of the American Educational Research Association (AERA) conference, San Francisco, USA, April 2020.

Wilensky, U. J. (2020). New Developments in Restructuration Theory and Understanding Complex Systems Through Agent-Based Restructurations. AERA Annual Meeting San Francisco, CA http://tinyurl.com/rvb86xr (Conference Canceled)

Wilensky, U. (2020). Restructurations: Reformulating Knowledge Domains through new representational infrastructure. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. Cambridge, MA: MIT Press. pp. 387-390.

Wu, S. P. W., Anton, G., Bain, C., Peel, A. M., Horn, M. S., & Wilensky, U. (2020). Engage Teachers as Active Co-Designers to Integrate Computational Thinking in STEM Classes. Presented at NARST Annual International Conference (NARST 2020), Portland, Oregon.

Wu, S. P. W., Peel, A. M., Bain, C., Anton, G., Horn, M. S., & Wilensky, U. (2020). Workshops and co-design can help teachers integrate computational thinking into their K-12 STEM classes. Proceedings of the Computational Thinking Education (CTE) 2020 Conference. Hong Kong, China.

2019

Abrahamson, D. (2019). A new world: Educational research on the sensorimotor roots of mathematical reasoning. In A. Shvarts (Ed.), Proceedings of the annual meeting of the Russian chapter of the International Group for the Psychology of Mathematics Education (PME) & Yandex (pp. 48–68). Moscow: Yandex.

Abrahamson, D., Flood, V. J., Miele, J. A., & Siu, Y.-T. (2019). Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: The case of visually impaired mathematics students. ZDM Mathematics Education, 51(2), 291-303. doi:10.1007/s11858-018-0998-1

Abrahamson, D., & Shulman, A. (2019). Co-constructing movement in mathematics and dance: An interdisciplinary pedagogical dialogue on subjectivity and awareness. Feldenkrais Research Journal, 6, 1-24.

Arastoopour Irgens, G., Chandra, S., Dabholkar, S., Horn, M., & Wilensky, U. (2019). Classifying Emergent Student Learning in a High School Computational Chemistry Unit. American Educational Research Association annual meeting 2019. Toronto, Canada.

Arastoopour Irgens, G., Dabholkar, S., Bain, C., Woods, P., Hall, K., Swanson, H., Horn, M., & Wilensky, U. (2019). Modeling and Measuring Students' Computational Thinking Practices in Science. Journal of Science Education and Technology.

Aslan, U., Anton, G., & Wilensky, U. (2019). Bringing Powerful Ideas to Middle School Students' Lives Through Agent-Based Modeling.Paper presented at the Annual Meeting of the American Educational Research Association (AERA) 2019. Toronto, CA.

Anton, G. & Wilensky, U. (2019). One size fits all: Designing for socialization in physical computing. In Proceedings of the 50th ACM technical symposium on computer science education (pp. 825 - 831). ACM.

Bain, C., & Wilensky, U. (2019). Sorting Out Algorithms: What Makes One Better than Another? In E. K. Hawthorne, M. A. Pérez-Quiñones, S. Heckman, & J. Zhang (Eds.), Proceedings of the 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019, Minneapolis, MN, USA, February 27—March 02, 2019 (p. 1278). ACM. https://doi.org/10.1145/3287324.3293856

Dabholkar, S. & Wilensky, U. (2019). Designing ESM-mediated collaborative activity systems for science learning. Proceedings of International Conference of Computer Supported Collaborative Learning 2019, Lyon, France.

Dabholkar, S., Wilensky, U., & Horn, M. (2019) Supporting a teacher’s integration of Computational Thinking (CT) in a biology class by co-designing an ESM- (Emergent Systems Microworlds) based curricular unit. Poster presented at Inaugural symposium on Computer Science and Learning Science, Evanston, USA.

Dabholkar, S. (2019) Designing Emergent Systems Microworlds to learn computational thinking in the context of synthetic biology. Poster presented at Learn.Design.Compute with Bio 2019, Philadelphia, USA.

Dabholkar, S. (2019). Agent-based computational models to study and teach evolution. A poster presented at ISEB1, First Conference of Indian Society of Evolutionary Biologists.

Dabholkar, S., Swanson, H., & Wilensky, U. (2019). Epistemic considerations for modeling: Understanding the usefulness and limitations of models with Emergent Systems Microworlds. In a Related Paper Set, Using Technology to Promote Students’ Modeling Practice and Complex Systems Thinking. The Annual Meeting of the National Association of Research in Science Teaching (NARST), Baltimore, MD, USA.

Guo, Y. & Wilensky, U. (2019). Changing High School Students’ Perceptions of Wealth Inequality in the U.S. through Agent-based Participatory Simulations. Poster presented at the annual meeting of the American Educational Research Association (Special Interest Group: Learning Sciences), Toronto, Canada, April 5-9.

Gurkan, C., Rasmussen, L. & Wilensky, U. (2019). Effects of Visual Sensory Range on the Emergence of Cognition in Early Terrestrial Vertebrates: An Agent-Based Modeling Approach. The 2019 Conference on Artificial Life, Newcastle upon Tyne, UK. No. 31, 475-476.

Hjorth, A. & Wilensky, U. (2019). Urban Planning-in-Pieces: A Computational Approach to Understanding Conceptual Change and Causal Reasoning about Urban Planning. "Constructivist Foundations".

Holbert, N., & Wilensky, U. (2019). Designing Educational Video Games to Be Objects-to-Think-With. Journal of the Learning Sciences, 28(1), 32–72. https://doi.org/10.1080/10508406.2018.1487302

Martin, K., Horn, M., & Wilensky, U. (2019). Emergent Schema Learning in Short Museum Interactions. Paper Accepted to the Journal of Education Informatics, Vilnius, Lithuania.

Martin, K. and Anton, G. (2019) Modeling Time: Students construction of historical narratives and simulations. Poster at AERA, Toronto, Canada.

MARTIN, K., HORN, M., & WILENSKY, U. (2019). Prevalence of Direct and Emergent Schema and Change after Play. Informatics in Education, 18(1), 183-212.

Martin (2019) Future Visions for the study of Group Learning with Complex Systems Models: The role of multimodal data in group learning analysis. Computer Supported Collaborative Learning, Lyon, France.

Martin, K., Wang, E. Q., Bain, C., & Worsley, M. (2019). Analyzing Affective States Alongside Qualitative Analysis. Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19).

Martin, K. (2019). Changing Minds: Short intervention to shift process schemas. Learning Sciences + Computer Science Symposium. Northwestern University, Evanston, Illinois.

Martin, K., Wang, E. Q., Bain, C., & Worsley, M. (2019, October). Computationally Augmented Ethnography: Emotion Tracking and Learning in Museum Games. In International Conference on Quantitative Ethnography (pp. 141-153). Springer, Cham.

McNulty, M., Smith, J.D., Villamar, J., Burnett-Zeigler, I., Vermeer, W., Benbow, N., Gallo, C., Wilensky, U., Hjorth, A., Mustanski, B., Schneider, C. & Brown, H. (2019). Implementation Research Methodologies for Achieving Scientific Equity and Health Equity. Ethnicity & Disease, 29(1), 83-92.

Peel, A., Dabholkar, S., Anton, G., Horn, M., & Wilensky, U. (2019). Teachers’ professional growth through co-design and implementation of computational thinking (CT) integrated biology units. Annual Meeting of the Association of Science Teacher Education (ASTE) 2019. San Antonio, TX.

Peel, A., Dabholkar, S., Granito, T. (2019) Teaching Experimental Design with Computational Thinking. Poster presented at the National Association of Biology Teachers (NABT). 2019 November 14-17; Chicago, IL.

Petrosino, A. J., Sherard, M. K., Harron, J. R., Brady, C. E., Stroup, W. M., & Wilensky, U. J. (2019, April). Developing preservice teachers’ conceptualization of models and simulations through group-based cloud computing. Poster presented at the American Education Research Association Annual Meeting, Toronto, Canada.

Shvarts, A., & Abrahamson, D. (2019). Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/learning collaboration in an embodied-interaction technological tutorial for mathematics. Learning, Culture, and Social Interaction, 22, 100316. https://doi.org/10.1016/j.lcsi.2019.05.003

Swanson, H., Anton, G., Bain, C., Horn, M., & Wilensky, U. (2019). Introducing and Assessing Computational Thinking in the Secondary Science Classroom. In: Kong SC., Abelson H. (eds) Computational Thinking Education. (pp. 99-117): Springer, Singapore.

Swanson, H., & Wilensky, U. (2019, August). Engaging students in theory building in the science classroom. Poster presented at the biennial conference of the European Association for Research on Learning and Instruction, Aachen, Germany.

Weintrop, D., & Wilensky, U. (2019). Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms. Computers & Education, 142.

Weintrop, D., Bau, D., & Wilensky, U. (2019). The Cloud is the Limit: Programming on the Web, With the Web. International Journal of Child-Computer Interaction, 20, 1-8.

2018

Abrahamson, D. (Chair). (2018). Moving forward: In search of synergy across diverse views on the role of physical movement in design for STEM education [symposium]. In J. Kay & R. Luckin (Eds.), "Rethinking learning in the digital age: Making the Learning Sciences count," Proceedings of the 13th International Conference of the Learning Sciences (ICLS 2018) (Vol. 2, pp. 1243-1250). London: International Society of the Learning Sciences.

Abrahamson, D., & Kapur, M. (2018). Reinventing discovery learning: A field-wide research program.In D. Abrahamson & M. Kapur (Eds.), Practicing discovery-based learning: Evaluating new horizons [Special issue]. Instructional Science.

Abrahamson, D. (Chair & Organizer). (2018, June). A complex-dynamical-system’s view on the situated emergence of coordinated activity: From single cells to human collectives. Symposium presented at the annual meeting of the Jean Piaget Society, Amsterdam, May 31 – June 2.

Aslan, U., & Wilensky, U. (2018). Agent-based Construction (a-b-c) interviews: A generative case study. Proceedings of the Constructionism 2018 Conference. Vilnius, Lithuania.

Baglini, R & Hjorth, A. (2018). Identifying Sound-Symbolism in the Lexicon of an Underrepresented Language: An NLP-Assisted Approach. Paper presented at the 92nd Annual Meeting of the Linguistic Society of America. Salt Lake City Utah, January 4-7, 2018. Abstract.

Barth-Cohen, L. A., Little, A. J., & Abrahamson, D. (2018). Building reflective practices in a pre-service math and science teacher education course that focuses on qualitative video analysis. Journal of Science Teacher Education, 29(2), 83-101. doi:10.1080/1046560X.2018.1423837

Brady, C., Petrosino, A., Stroup, W., & Wilensky, U. (2018). Group-based cloud computing: Technological supports for social constructionism. In Dagiene, V. & Jasute, E. (Eds.) Proceedings of the Constructionism 2018 conference. Vilnius, Lithuania.

Chase, K., & Abrahamson, D. (2018). Searching for buried treasure: Uncovering discovery in discovery-based learning. In D. Abrahamson & M. Kapur (Eds.), Practicing discovery-based learning: Evaluating new horizons [Special issue]. Instructional Science.

Dubovi, I., Levy, S. T., & Dagan, E. (2018). Nursing students' learning with complexity-based computerized models pharmacology of Diabetes Mellitus: A quasi-experimental study. Nurse Education Today, 61, 175-181.

Dubovi, I., Levy, S. T., & Dagan, E. (2018). Situated Simulation-Based Learning Environment to Improve Proportional Reasoning in Nursing Students. International Journal of Science and Mathematics Education, 16(8), 1521-1539.

Dabholkar, S., Anton, G., & Wilensky, U. (2018) GenEvo - An emergent systems microworld for model-based scientific inquiry in the context of genetics and evolution. In J. Kay & R. Luckin (Eds.). Proceedings of the International Conference for the Learning Sciences (ICLS 2018).

Dabholkar, S., Anton, G., & Wilensky, U. (2018) Developing Mathetic Content Knowledge using an Emergent Systems Microworld, Proceedings of Constructionism 2018, Vilnius, Lithuania.[PDF]

Erickson, T., Finzer, W. Reichsman, F., & Wilkerson, M. (2018). Data Moves: One key to data science at the school level. Proceedings of the International Conference on Teaching Statistics (ICOTS-10), Kyoto, Japan. [PDF]

Flood, V. J., DeLiema, D., & Abrahamson, D. (2018). Bringing static code to life: The instructional work of animating computer programs with the body. In J. Kay & R. Luckin (Eds.), "Rethinking learning in the digital age: Making the Learning Sciences count," Proceedings of the 13th International Conference of the Learning Sciences (Vol. 2, pp. 1085-1088). London: International Society of the Learning Sciences.

Flood, V. J., DeLiema, D., Harrer, B. W., & Abrahamson, D. (2018). Enskilment in the digital age: The interactional work of learning to debug. In J. Kay & R. Luckin (Eds.), "Rethinking learning in the digital age: Making the Learning Sciences count," Proceedings of the 13th International Conference of the Learning Sciences (Vol. 3, pp. 1405-1406). London: International Society of the Learning Sciences.

Guo, Y. and Wilensky, U. (2018). Running vs. Being: Comparing Two Modalities of Simulation-Based Learning in High School Economics Classes. Poster presented at the annual meeting of the American Educational Research Association (Special Interest Group: Learning Sciences), New York, NY, April 13-1.

Guo, Y., & Wilensky, U. (2018). Mind the gap: Teaching high school students about wealth inequality through agent-based participatory simulations. In V. Dagienė & E. Jasutė (Eds.), Proceedings of the Constructionism 2018 conference (pp. 238-251). Vilnius, Lithuania.
Head, B., & Wilensky, U. (2018). Agent cognition through micro-simulations: Adaptive and tunable intelligence with NetLogo LevelSpace. In: Morales A., Gershenson C., Braha D., Minai A., Bar-Yam Y. (eds) Unifying Themes in Complex Systems IX. ICCS 2018. Springer Proceedings in Complexity. Springer, Cham.

Head, B., Vermeer W., & Wilensky, U. (2018). The impact of structure of local networks on epidemic size in a multi-level system . Complex Networks & Their Applications VI. .

Hjorth, A. (2018). Social Gears - Constructionism and Social Studies. Keynote paper presented at Constructionism 2018. In V. Dagienė & E. Jasutė (Eds.), Proceedings of the Constructionism 2018 conference (p. 68). Vilnius, Lithuania.

Hjorth, A. & Wilensky, U. (2018). Urban Planning-in-Pieces: A Computational Approach to Understanding Conceptual Change and Causal Reasoning about Urban Planning. In V. Dagienė & E. Jasutė (Eds.), Proceedings of the Constructionism 2018 conference (pp. 274-284). Vilnius, Lithuania.

Hjorth, A., Brady, C. & Wilensky, U. (2018). Sharing is Caring in the Commons – Students' Conceptions about Sharing and Sustainability in Social-Ecological Systems. In V. Dagienė & E. Jasutė (Eds.), Proceedings of the Constructionism 2018 conference (pp. 263-273). Vilnius, Lithuania.

Lee, V. & Wilkerson, M. H. (2018). Data use by middle and secondary students in the digital age: A status report and future prospects. Commissioned paper for the National Academy of Sciences, Engineering, and Medicine, Board on Science Education, Committee on Science Investigations and Engineering Design for Grades 6-12. Washington, DC.
Levy, S.T., Peleg, R., Ofeck, E., Tabor, N., Dubovi, I., Bluestein, S., & Ben-Zur, H. (2018). Multiple Social Activities within a Constrained Responsive Environment: Discovering principles of congestion by driving in Traffic Jams. Instructional Science, 46(1), 105-132.

Martin, K. (2018). Constructivist Dialogue Mapping: A means to assess informal Learning. Paper Accepted to the Visitor Studies Association 2018 Conference, Chicago, United States.

Martin, K., & Anton, G. (2018). Modeling Time: A constructionist learning environment for history learning in unity. Paper submitted to the Constructionism 2018 Conference, Vilnius, Lithuania.

Martin, K., Horn, M., & Wilensky, U. (2018). Ant Adaptation: A complex interactive multitouch game about ants designed for museums. In Proceedings of the Constructionism 2018 conference. Vilnius, Lithuania.

Martin, K., Horn, M., & Wilensky, U. (2018). Ant Adaptation. In the Proceedings of CSCW 2019. Jersey City, New Jersey.

Martin, K, Wang, E, & Bain, C. (2018). On a method of computational ethnography for museum exhibit engagement analysis. Paper in development for Multi-Modal Data Analytics in education Conference 2018 Conference, Chicago, United States.

Morgan, P., & Abrahamson, D. (2018). Applying contemplative practices to the educational design of mathematics content: Report from a pioneering workshop. The Journal of Contemplative Inquiry, 5(1), 107-119.
Tarktas, B & Martin, K. (2018). Diversity and Regime Change: An agent based model of regime change post collapse. Paper Presented to the Mid West Political Science Association Conference 2018 Conference, Chicago, United States.
Palatnik, A., & Abrahamson, D. (2018). Rhythmic movement as a tacit enactment goal mobilizes the emergence of mathematical structures. Educational Studies in Mathematics, 99(3), 293–309. https://doi.org/10.1007/s10649-018-9845-0 [PDF]

Pei, C., Weintrop, D. & Wilensky, U. (2018). Cultivating Computational Thinking Practices and Mathematical Habits of Mind in Lattice Land. Mathematical Thinking and Learning, 20(1), 75–89.

Rosen, D. M., Palatnik, A., & Abrahamson, D. (2018). A better story: An embodiment argument for stark manipulatives. In N. Calder, N. Sinclair, & K. Larkin (Eds.), Using mobile technologies in the learning of mathematics (pp. 189-211). New York: Springer.

Shareff, R. L. & Wilkerson, M. H. (2018). Grounding computational modeling experience in fertile soil: A design project with middle school science teachers and students. In A. Wagh (Org.) & J. Kolodner (Discussant), Bridging computational modeling tools & practices into the existing structures of k-16 environments in science education. Symposium presented at the 2018 Annual Meeting of the American Educational Research Association. New York, NY, USA, April 13-17.

Shvarts, A., & Abrahamson, D. (2018). Towards a complex systems model of enculturation: A dual eye-tracking study. Paper presented at the annual conference of the American Educational Research Association (Special Interest Group: Learning Sciences), NYC, April 13-17.

Swanson, H., Anton, G., Bain, C., Horn, M., Wilensky, U. (2018). Computational thinking in the high school science classroom. In Kong, S. and Abelson, H. (Eds) Computational Thinking Education. Springer Singapore. Manuscript in press.

Swanson, H., Arastoopour Irgens, G., Bain, C., Hall, K., Woods, P., Rogge, C., Horn, M., Wilensky, U. (2018). Characterizing Computational Thinking in high school science. In Kay, J. & Luckin, R. (Eds.), Rethinking Learning in the Digital Age. Making the Learning Sciences Count: Proceedings of the 13th International Conference of the Learning Sciences Vol. 2, 871-878.

Thoma, S., Deitick, E., & Wilkerson, M. (2018). “It didn’t really go very well”: Epistemological framing and the complexity of interdisciplinary computing activities. Proceedings of the International Conference for the Learning Sciences (ICLS 2018). London, England: ISLS. [PDF]
Weintrop, D., & Wilensky, U. (2018). How the Block-based, Text-based, and Hybrid Block/Text Modalities Shape Conceptual Understandings of Programming Concepts. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) 2018. New York, NY, USA..

Weintrop, D., Hansen, A, Harlow, D. & Franklin, D. (2018). Bringing Computer Science into Elementary School Classrooms. Poster presented at the Annual Meeting of the American Educational Research Association (AERA) 2018. New York, NY, USA.

Weintrop, D. & Wilensky, U. (2018). How Block-based, Text-based, and Hybrid Block/Text Modalities Shape Novice Programming Practices. International Journal of Child-Computer Interaction.

Wilensky, U. (2018). Reempowering Powerful Ideas. Keynote paper. Proceedings of Constructionism 2018, Vilnius, Lithuania.

Wilkerson, M., Lanouette, K., Shareff, R. L., Erickson, T., Bulalacao, N., Heller, J., St. Clair, N., Finzer, W., & Reichsman, F. (2018). Data moves: Restructuring data for inquiry in a simulation and data analysis environment. Proceedings of the International Conference for the Learning Sciences (ICLS 2018). London, England: ISLS. [PDF]

2017

Abdullah, A., Adil, M., Rosenbaum, L., Clemmons, M., Shah, M., Abrahamson, D., & Neff, M. (2017). Pedagogical Agents to Support Embodied, Discovery-Based Learning. In J. Beskow, C. Peters, G. Castellano, C. O’Sullivan, I. Leite, & S. Kopp (Eds.), Proceedings of 17th International Conference on Intelligent Virtual Agents (IVA 2017) (pp. 1-14). Cham: Springer International Publishing.

Abrahamson, D. (2017). Embodiment and mathematical learning. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning (pp. 247-252). New York: SAGE.

Aslan U., Dabholkar S., Wilensky U. (2017) Developing Multi-agent-based Thought Experiments: A Case Study on the Evolution of Gamete Dimorphism. In: Sukthankar G., Rodriguez-Aguilar J. (eds) Autonomous Agents and Multiagent Systems. AAMAS 2017. Lecture Notes in Computer Science, vol 10642. Springer, Cham

Beheshti, E., Weintrop, D., Swanson, H., Orton, K., Horn, M. S., Jona, K., & Wilensky, U. (2017). Computational Thinking in Practice: How STEM Professionals Use CT in Their Work. Poster presented at the Annual Meeting of the American Educational Research Association (AERA) 2017. San Antonio, Texas.

Brady, C., Orton, K., Weintrop, D., Anton, G., Rodriguez, S. & Wilensky, U. (2017). All Roads Lead to Computing: Making, Participatory Simulations, and Social Computing as pathways to Computer Science. IEEE Transactions on Education, 60(99), 1–8.

Deitrick, E., Wilkerson, M., & Simoneau, E. (2017). Understanding student collaboration in interdisciplinary computing activities. Full paper to appear in Proceedings of the 13th Annual ACM International Computing Education Research Conference (ICER 2017). Tacoma, WA, USA.

Dubovi, I., Levy, S.T. & Dagan, E. (2017). Now I Know How! The Learning Process of Medication Administration among Nursing Students with Virtual Reality Simulation. Computers & Education, 113, 16-27.

Duijzer, A. C. G., Shayan, S., Van der Schaaf, M. F., Bakker, A., & Abrahamson, D. (2017). Touchscreen tablets: Coordinating action and perception for mathematical cognition. Frontiers in Psychology 8(144).

Franklin, D., Skifstad, G., Rolock, R., Mehrotra, I., Ding, V., Hansen, A., Weintrop, D., Harlow, D. (2017). Using Upper-Elementary Student Performance to Understand Conceptual Sequencing in a Blocks-based Curriculum. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (pp. 231–236). New York, NY, USA: ACM.

Gibson, Z., Anton, G., Vermeer, W., Gómez-Zara, D., Bain, C., Brady, C., DeChurch, L.A., Wilensky, U., & Contractor, N. (2017). Cultivating the conference culture: The role of diversity in interdisciplinary meetings. Presented at the First North American Social Networks (NASN) Conference, Washington, D.C., July 26 – July 30.

Gómez-Zara, D., Vermeer, W., Gibson, Z., Bain, C., Anton, G., Brady, C., DeChurch, L.A., Wilensky, U., & Contractor, N. (2017). The role of brokers in academic network building. Presented at the First North American Social Networks (NASN) Conference, Washington, D.C, July 26 – July 30.

Gravel, B. & Wilkerson, M. H. (2017). Integrating computational artifacts into the multi-representational toolkit of physics education. In D. Treagust, R. Duit, & H. E. Fischer (Eds.), Multiple Representations in Physics Education. Springer. pp. 47-70. doi:10.1007/978-3-319-58914-5_3 [PDF]

Guo, Y., Wagh, A., Levy, S. T., Brady, C., Horn, M. S., & Wilensky, U. (2017). Using learning analytics to characterize programming practices in a code-first environment for learning about evolution. Poster presented at the annual meeting of the American Educational Research Association (Special Interest Group: Learning Sciences), San Antonio, TX, April 27 – May 1.

Holbert, N. & Weintrop, D. (2017). Exploring why novice programmers switch between text and blocks in a dual-modality coding environment. Paper presented at AERA 2017. San Antonio, Texas.

Levy, S.T. (2017). Learning about Complex Systems from the Bottom Up: Role-playing together in a participatory simulation. I. Levin & D. Tsybulsky (Eds.), Digital Tools and Solutions for Inquiry¬ Based STEM Learning. A volume in the Advances in Educational Technologies and Instructional Design (AETID) Book Series. Hershey, Pennsylvania: IGI Global. http://doi.org/10.4018/978-1-5225-2528-8.ch007

Martin, K., Horn, M., & Wilensky, U. (2017). Constructivist Dialogue Mapping. In the Proceedings of the Museum Studies Association, Chicago, Illinois.

Ottino, J. Stonedahl, F. Veetil, V. & Wilensky, U. (2017). Concerning Stability in Competition: An Agent-Based Exploration of Hotelling’s Law. International Journal of Microsimulation.

Ottino-Loffler, B. Stonedahl, F. Veetil, V. & Wilensky, U. (2017). Spatial competition with interacting agents.

Palatnik, A., & Abrahamson, D. (2017). Taking measures to coordinate movements: Unitizing emerges as a method of building event structures for enacting proportion. In E. Galindo & J. Newton (Eds.), "Synergy at the crossroads" -- Proceedings of the 39th annual conference of the North-American chapter of the International Group for the Psychology of Mathematics Education (Vol. 13 [Theory and research methods], pp. 1439-1442). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Pei, C., Brady, C., & Wilensky, U. (2017). "What I can and cannot do": Self-assessment and learners' construction of agentive selves in computing. Paper presented at AERA 2017. San Antonio, Texas.

Pei, C., & Wilensky, U. (2017). Constructing mathematical habits of mind with Lattice Land. Poster presented at PME-NA 39. Indianapolis, Indiana.

Petrosino, A. J., & Stroup, W. M. (2017). Group-Based Cloud Computing for Secondary STEM Education Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio.

Samon, S., & Levy, S.T.(2017). Micro-Macro Compatibility: When does a complex systems approach strongly benefit science learning? Science Education, 101(6), 985-1014.

Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & Van der Schaaf, M. F. (2017). Eye-tracking the emergence of attentional anchors in a mathematics learning tablet activity. In C.A. Was, F. J. Sansosti, & B. J. Morris (Eds.), Eye-tracking technology applications in educational research. (pp. 166-194) Hershey, PA: IGI Global.

Soylu, F., Holbert, N., Brady, C. & Wilensky, U. (2017) Embodied Perspective Taking in Learning About Complex Systems. Journal of Interactive Learning Research 28(3), 269-303.

Swanson, H., Anton, G., Bain, C., Horn, M., Wilensky, U.(July 2017). Computational Thinking in the Science Classroom. In Kong, S. C., Sheldon, J., & Li, K. Y. (Eds.), Conference Proceedings of International Conference on Computational Thinking Education 2017. Vol. 1, 17-22. Hong Kong: The Education University of Hong Kong.

Ottino, J. Stonedahl, F. Veetil, V. & Wilensky, U. (2017). Concerning Stability in Competition: An Agent-Based Exploration of Hotelling’s Law. International Journal of Microsimulation.

Vermeer, W., Head, B., & Wilensky, U. (2017). The effects of local network structure on disease spread in coupled networks. In Gaito S. Cherifi H., Quattrociocchi W. & Sala A (Ed.), Complex Networks & Their Applications V: Proceedings of the 5th International Workshop on Complex Networks and their Applications (pp. 487-498). Milan, Italy.

Vermeer, W., Head, B. and Wilensky, U. (2017). “The Role of Local Network Structure on Disease Spread in Multi-Level Systems.” Poster presented at the NetSci conference. Indianapolis, Indiana, 2017

Wagh, A., Cook-Whitt, K. & Wilensky, U. (2017) Bridging Inquiry-based Science & Constructionism:Exploring the Alignment Between Students Tinkering with Code of Computational Models & Goals of Inquiry. Journal of Research in Science Teaching.

Wagh, A., Levy, S. T., Horn, M. S., Guo, Y., Brady, C., & Wilensky, U. (2017). Anchor code: Modularity as evidence of conceptual learning & computational practices of students using a code-first environment. In proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL 2017). Philadelphia, PA. June 18-22.

Wagh, A., & Wilensky, U. (2017). EvoBuild: A Quickstart Toolkit for Programming Agent-Based Models of Evolutionary Processes. Journal of Science Education and Technology. 27(2), 131-146.

Walkoe, J., Wilkerson, M., & Elby, A. (2017). Technology-mediated teacher noticing: A goal for classroom practice, tool design, and professional development. Full paper to appear in Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL 2017). Philadelphia, PA, USA.[PDF]

Weintrop, D., Bain, C. & Wilensky, U. (2017). Blocking Progress? Transitioning from Blocks-based to Text-based Programming. Paper presented at AERA 2017. San Antonio, Texas.

Weintrop, D. & Holbert, N. (2017). From blocks to text and back: Programming patterns in a dual-modality environment.In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (pp. 633-638). New York, NY, USA: ACM.

Weintrop, D. & Wilensky, U. (2017). How Block-based Languages Support Novices: A Framework for Categorizing Block-based Affordances. Journal of Visual Languages and Sentient Systems, 3, 92–100.

Weintrop, D., & Wilensky, U. (2017). Between a Block and a Typeface: Designing and Evaluating Hybrid Programming Environments. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 183–192). New York, NY, USA: ACM.

Weintrop, D. & Wilensky. U. (2017). Blocks-based Programming and Preparation for Future Computer Science Learning. Poster presented at AERA 2017. San Antonio, Texas.

Weintrop, D. & Wilensky, U. (2017). How Block-based Languages Support Novices: A Framework for Categorizing Block-based Affordances. Journal of Visual Languages and Sentient Systems, 3, 92–100.

Wilensky, U. & Weintrop, D. (2017). Constructionist Approaches for Computational Thinking in Math and Science Classrooms. Proceedings of AERA 2017. San Antonio, Texas.

Wilkerson, M. H. (2017). Teachers, students, and after-school professionals as designers of digital tools for learning. In C. DiSalvo, B. DiSalvo, J. Yip, & E. Bonsignore (Eds.), Participatory Design for Learning. Taylor & Francis. pp. 127-140. [PDF]

Wilkerson, M. H., Andrews, C., Shaban, Y., Laina, V., & Gravel, B. E. (2016). What’s the technology for? Teacher attention and pedagogical goals in a modeling-focused professional development workshop. In the Journal of Science Teacher Education, 27(1), 1-23. doi: 10.1007/s10972-016-9453-8[PDF]

Wilkerson, M. H., Bautista, A. Tobin, R., Cao, Y., & Brizuela, B. (2017). More than meets the eye: Patterns and shifts in what middle school mathematics teachers describe as models. Online First in Journal of Mathematics Teacher Education. doi:10.1007/s10857-016-9348-9[PDF]

Wilkerson, M. H. & Fenwick, M. (2017). The practice of using mathematics and computational thinking. In C. V. Schwarz, C. Passmore, & B. J. Reiser (Eds.), Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices. Arlington, VA: National Science Teachers’ Association Press. pp. 181-204.[PDF]

Wilkerson, M. & Laina, V. (2017). Youth reasoning with interactive data visualizations: A preliminary study. Works-in-Progress paper in Proceedings of the 16th ACM SIGCHI Interaction Design and Children Conference (IDC ’17). Stanford, CA. doi: 10.1145/3078072.3084302 [HTML]

Wilkerson, M. H., Shareff, R., Laina, V., & Gravel, B. E. (2018). Epistemic gameplay and discovery in computational model-based inquiry activities. Instructional Science, 46(1), 35-60. doi: 10.1007/s11251-017-9430-4 [PDF] [PDF]

Wilkerson, M., Shareff, B., Gravel, B., Shaban, Y., & Laina, V. (2017). Exploring computational modeling environments as tools to structure classroom knowledge building. Full paper to appear in Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL 2017). Philadelphia, PA, USA.[PDF]

2016

Abrahamson, D., Bakker, A. (2016). Making sense of movement in embodied design for mathematics learning. The Psychonomic Society- Cognitive Research: Principles and Implications (CRPI)..

Abrahamson, D. (Chair), D. Clements (Discussant), & K. Chase (Organizer) (2016). Discovery-based STEM learning 2.0: Are we there yet? Symposium presented at the annual meeting of the American Educational Research Association (Special Interest Group: Learning Sciences), Washington, DC, April 8 – 12.

Abrahamson, D., Sánchez-García, R., & Smyth, C. (2016). Metaphors are projected constraints on action: An ecological dynamics view on learning across the disciplines. Poster presented at the annual meeting of the American Educational Research Association, Washington, DC, April 8 – 12.

Abrahamson, D., Sánchez-García, R., & Trninic, D. (2016). Praxes proxies: Revisiting educational manipulatives from an ecological dynamics perspective. In M. Wood, E. Turner, & M. Civil (Eds.), Sin fronteras: Questioning borders with(in) mathematics education - Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Tucson, AZ: University of Arizona.

Abrahamson, D., Shayan, S., Bakker, A., & Van der Schaaf, M. (2016). Exposing Piaget’s scheme: Empirical evidence for the microgenesis of coordination. Poster presented at the annual meeting of the American Educational Research Association, Washington, DC, April 8 – 12.

Abrahamson, D., Shayan, S., Bakker, A., & Van der Schaaf, M. F. (2016). Exposing Piaget’s scheme: Empirical evidence for the ontogenesis of coordination in learning a mathematical concept. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.),“Transforming learning, empowering learners,” Proceedings of the International Conference of the Learning Sciences (ICLS 2016)(Vol. 1, "Full Papers", pp. 466-473). Singapore: National Institute of Education.

Abrahamson, D., & Trninic, D. (2016). Working out: Mathematics learning as motor problem solving in instrumented fields of promoted action. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 212-235). New York, NY: Routledge.

Abrahamson, D., Sánchez-García, R., & Smyth, C. (2016). Metaphors are projected constraints on action: An ecological dynamics view on learning across the disciplines. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), “Transforming learning, empowering learners,” Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 1, "Full Papers", pp. 314-321). Singapore: National Institute of Education.

Abrahamson, D., & Sánchez–García, R. Learning is moving in new ways: The ecological dynamics of mathematics education. Journal of the Learning Sciences, 25(2), 203-239.

Abrahamson, D., Shayan, S., Bakker, A., & Van der Schaaf, M. F. (in press). Exposing Piaget’s scheme: Empirical evidence for the ontogenesis of coordination in learning a mathematical concept. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.),“Transforming learning, empowering learners,” Proceedings of the International Conference of the Learning Sciences (ICLS 2016)(Vol. 1, "Full Papers", pp. 466-473). Singapore: National Institute of Education.

Abrahamson, D., Shayan, S., Bakker, A., & Van der Schaaf, M. F. (2016). Eye-tracking Piaget: Capturing the emergence of attentional anchors in the coordination of proportional motor action. Human Development, 58(4-5), 218-244.

Aslan, U., & Wilensky, U. (2016). Old Tricks Revisited: Studying Probabilistic Reasoning through Incorporating Computer Modeling into Piagetian Research. Paper presented at the Jean Piaget Society 46th annual meeting. Chicago, IL, June 9 — 11.

Aslan, U., & Wilensky, U. (2016). Restructuration in Practice: Challenging a Pop-Culture Evolutionary Theory through Agent Based Modeling. Proceedings of the Constructionism 2016 Conference. Bangkok, Thailand.

Bain, C., Vermeer, W., Anton, G., & Wilensky, U. (2016). The Hackable Name Tag: Recording Interaction Data in Classroom Activities and Beyond. Paper presented at aWEAR 2016: Wearable technologies, knowledge development, and learning, Stanford, CA: Stanford University.

Beheshti, E., Weintrop, D., Swanson, H., Horn, M.S., Orton, K., Trouille, L., Jona, K., & Wilensky, U. (2016). Computational Thinking in Practice: How STEM Professionals Use CT in Their Work. Poster presented at the Annual Meeting of the American Educational Research Association (AERA 2016). san Antonio, Texas.

Brady, C., Weintrop, D., Anton, G., & Wilensky, U. (2016). Constructionist Learning at the Group Level with Programmable Badges. Proceedings of the Constructionism 2016 Conference. Bangkok, Thailand.

Brown, N. C. C., Mönig, J., Bau, A., & Weintrop, D. (2016) Future Directions of Blocks-based Programming. Panel to be presented at the 47th ACM Technical Symposium on Computer Science Education (SIGCSE). Memphis TN.

Chase, K., & Abrahamson, D. (2016). Searching for buried treasure: Uncovering the discovery in discovery-based learning. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC, April 8 – 12.

Flood, V. J., Harrer, B. W., & Abrahamson, D. (2016). The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), "Transforming learning, empowering learners," Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 1, "Full Papers", pp. 122-129). Singapore: National Institute of Education.

Flood, V. J., Neff, M., & Abrahamson, D. (2016, July). Animated-GIF libraries for capturing pedagogical gestures: An innovative methodology for virtual tutor design and teacher professional development. Paper presented at the at the 7th annual meeting of the International Society for Gesture Studies, Paris, July 18-22.

Guo, Y., Wagh, A., Brady, C., Levy, S. T., Horn, M. S., & Wilensky, U. (2016). Frogs to Think with: Improving Students' Computational Thinking and Understanding of Evolution in A Code-First Learning Environment. Proceedings of the 15th International Conference of ACM SIGCHI Interaction Design and Children (IDC 2016). ACM, New York, NY, USA, 246-254. DOI: http://dx.doi.org/10.1145/2930674.2930724

Guo, Y., & Wilensky, U. (2016). Learning About Complex Systems with the BeeSmart Participatory Simulation. In proceedings of Constructionism 2016. Bangkok, Thailand. February 1 — 5.

Guo, Y. & Wilensky, U. (2016). Small Bugs, Big Ideas: Teaching Complex Systems Principles Through Agent-Based Models of Social Insects. Proceedings of the ALife XV: the Fifteenth International Conference on the Simulation and Synthesis of Living Systems. Cancun, Mexico.

Guo, Y., & Wilensky, U. (2016). Students' Difficulties With Randomness in Complex Systems: A Design-Based Research Study. Poster presented at the annual meeting of the American Educational Research Association (Special Interest Group: Learning Sciences), Washington, DC, April 8 – 12.

Guo, Y., & Wilensky, U. (2016). Investigating student’s difficulties with randomness in complex systems and the affordance of agent-based models as a representational form. Paper presented at the Jean Piaget Society 46th annual meeting. Chicago, IL, June 9 — 11.

Guo, Y., Xing, W., & Lee, H. (2016). Identifying Students’ Mechanistic Explanations in Textual Responses to Science Questions with Association Rule Mining. Paper presented at the annual meeting of the American Educational Research Association (Special Interest Group: Learning Sciences), Washington, DC, April 8 – 12.

Gweon, D. Lee, H., Finzer, W., Tinker, R., Dorsey, C. & Wilensky, U. (2016). Measuring the Degree of Systematicity in Students’ Open-Ended Experimentation with Simulation. Paper presented at AERA 2017. San Antonio, Texas.

Hjorth, A., Brady, C., Head, B. & Wilensky, U. (2016). Turtles All the Way Down: Presenting LevelSpace, a NetLogo Extension for Reasoning About Complex Connectedness. Constructionism 2016, Bangkok, Thailand.

Hjorth, A., Weintrop, D., Brady, C., & Wilensky, U. (2016). LevelSpace: Constructing Models and Explanations Across Levels. Constructionism 2016, Bangkok, Thailand.

Hjorth, A., & Wilensky, U. (2016). From Individual Claims to Explanations: Using Association Rule Mining to Identify Shifts in Students’ Assembly of Explanations of Social Phenomena. Poster presented at the International Conference of the Learning Sciences 2016, Singapore.

Langbeheim, E., & Levy, S.T. (2016). Learning by Being – Playing Particles in the MeParticle-WeMatter Simulation. Journal of Chemical Education, 93(6), 1145-1147.

Lindgren, R., Manches, A., Abrahamson, D., Price, S., Lee, V. R., & Tissenbaum, M. (2016). TWorkshop: Embodiment and designing learning environments. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), "Transforming learning, empowering learners," Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 2, pp. 1353-1355). Singapore: National Institute of Education.

Morgan, P., Abrahamson, D. (2016). Cultivating the Ineffable: The Role of Contemplative Practice in Enactivist Learning. For the Learning of Mathematics, (36 (3), 31-37.

Nathan, M. J., Ottmar, E. R., Abrahamson, D., Williams-Pierce, C., Walkington, C., & Nemirovsky, R. (2016). Embodied mathematical imagination and cognition (EMIC) workshop. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Sin fronteras: Questioning borders with(in) mathematics education - Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Vol. 13, "Working groups", pp. 1690-1697). Tucson, AZ: University of Arizona.

Orton, K., Weintrop, D., Beheshti, E., Horn, M. S., Jona, K., & Wilensky, U. (2016). Bringing Computational Thinking into High School Mathematics and Science Classrooms. Proocedings of the International Conference of the Learning Sciences (ICLS) 2016. Singapore.

Rosen, D., Palatnik, A., & Abrahamson, D. (2016). Tradeoffs of situatedness: Iconicity constrains the development of content-oriented sensorimotor schemes. In M. Wood, E. Turner, & M. Civil (Eds.), Sin fronteras: Questioning borders with(in) mathematics education - Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Tucson, AZ: University of Arizona.

Rosenbaum, L., & Abrahamson, D. (2016). Back to the drawing board: On studying interaction with mechanical design. In M. Wood, E. Turner, & M. Civil (Eds.), Sin fronteras: Questioning borders with(in) mathematics education - Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Tucson, AZ: University of Arizona.

Sengupta, P., & Wilensky, U. (2016). Understanding Electric Current Using Agent-Based Models: Connecting the Micro-level with Flow Rate. In: Proceedings of the 8th International Conference on Computer Supported Education (CSEDU 2016).

Shaban, Y. & Wilkerson-Jerde, M. ( 2016). Looking beyond cues in understanding the co-construction of epistemological framing during interviews: A case study. Poster presented at the 2016 Annual Meeting of the American Educational Research Association, Washington, DC.

Sirer, I., Maroulis, S., Guimera, R, Wilensky, U. & Amaral, L.A.N. (2016). The Currents Beneath the "Rising Tide" of School Choice: An Analysis of Student Enrollment Flows in the Chicago Public Schools. Journal of Policy Analysis and Management..

Trninic, D., & Abrahamson, D. (2016). Making “direct instruction” and “discovery learning” play along: Restoring the historical educational role of practice. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC, April 8 – 12.

Tucker-Raymond, E., Gravel, B. & Wagh, A. & Wilson, N. (2016). Making it Social: Considering the Purpose of Literacy to Support Participation in Making and Engineering. Journal of Adolescent & Adult Literacy, 60, 207-211.

Weintrop, D., Hjorth, A., & Wilensky, U. (2016). NetLogo Web: Bringing Turtles to the Cloud. Workshop at Constructionism 2016. Bangkok, Thailand.

Weintrop, D., Holbert, N., Horn, M. S., & Wilensky, U. (2016). Computational Thinking in Constructionist Video Games. International Journal of Game-Based Learning, 6(1), 1–17.

Weintrop, D., Orton, K., Horn, M.S., Beheshti, E., Trouille, L., Jona, K., & Wilensky, U. (2016). Computational Thinking in the Science Classroom. Invited session presented at the annual meeting of the National Science Teachers Association (NSTA). Nashville, TN.

Weintrop, D., & Wilensky, U. (2016). Bringing Blocks-based Programming into High School Computer Science Classrooms. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Washington DC, USA.

Weintrop, D., & Wilensky, U. (2016).Cognitive affordances of blocks-based programming in a two dimensional construction space. Presented at the 46th Annual Meeting of the Jean Piaget Society Annual Meeting, Chicago, IL, USA.

Weintrop, D. & Wilensky, U. (2016). Playing by programming: Making gameplay a programming activity. Educational Technology. 56(3), 36-41.

Wilkerson-Jerde, M. H. & Gravel, B. E. (2016). Tools, problem spaces, and epistemic games. In K. Chase & D. Abrahamson (Orgs.), Discovery-based learning 2.0: Are we there yet? Symposium presented at the 2016 Annual Meeting of the American Educational Research Association, Washington, DC.

Worsley, M., Abrahamson, D., Blikstein, P., Bumbacher, E., Grover, S., Schneider, B., & Tissenbaum, M. (2016). Workshop: Situating multimodal learning analytics. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), "Transforming learning, empowering learners," Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 2, pp. 1346-1349). Singapore: International Society of the Learning Sciences.

2015

Abrahamson, D. (2015). The monster in the machine, or why educational technology needs embodied design. In V. R. Lee (Ed.), Learning technologies and the body: integration and implementation in formal and informal learning environments (pp. 21 – 38). New York: Routledge.

Abrahamson, D. (2015). Reinventing learning: a design-research odyssey. In S. Prediger, K. Gravemeijer, & J. Confrey (Eds.), Design research with a focus on learning processes [Special issue]. ZDM Mathematics Education, 47(6), 1013-1026.

Abrahamson, D., & Chase, K. (2015). Interfacing practices: Domain theory emerges via collaborative reflection. Reflective Practice, 16(3), 372-389.

Abrahamson, D., & Sánchez-García, R. (2015). A call to action: Towards an ecological-dynamics theory of mathematics learning, teaching, and design. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Ch. 12, "Theory and research methods: Research reports," pp. 1261-1268). East Lansing, MI: Michigan State University.

Abrahamson, D., & Trninic, D. (2015). Bringing forth mathematical concepts: signifying sensorimotor enactment in fields of promoted action. In D. Reid, L. Brown, A. Coles, & M.-D. Lozano (Eds.), Enactivist methodology in mathematics education research [Special issue]. ZDM Mathematics Education, 47(2), 295–306.

Basu, S., Sengupta, P., & Biswas, G. (2015). A scaffolding framework to support learning of emergent phenomena using multi-agent based simulation environments. Research in Science Education, 45(2), 293-324.

Beheshti, E., Weintrop, D., Orton, K., Horn, M.S. , Jona, K., Trouille, L., & Wilensky, U. (2015). Bringing Expert Computational Practices into High School Science Classrooms. Poster presented at the annual meeting of the National Association for Research in Science Teaching (NARST). Chicago, IL.

Berland, M., & Wilensky, U. (2015). Comparing Virtual and Physical Robotics Environments for Teaching Complex Systems and Computational Literacies. Journal of Science Education and Technology. 24, 628-647.

Brady, C., Weintrop, D., Gracey, K., Anton, G., & Wilensky, U. (2015). The CCL-Parallax Programmable Badge: Learning with Low-Cost, Communicative Wearable Computers. In Proceedings of the 16th Annual Conference on Information Technology Education (pp. 139–144). New York, NY, USA: ACM.

Brady, C., Holbert, N., Soylu, F., Novak, M., & Wilensky, U. (2015). Sandboxes for Model-Based Inquiry. Journal of Science Education and Technology, 24(2). 265-286.

Brown, C. Hendricks, PoVey, C., Hjorth, A., Gallo, C., Wilensky, U., and Villamar, J.(2015)Computational and Technical Approaches to Improve the Implementation of Prevention Programs. Implementation Science 10 (1): A28.

Chase, K., & Abrahamson, D. (2015). Reverse scaffolding: A constructivist design architecture for mathematics learning with educational technology. In B. Shapiro, C. Quintana, S. Gilutz, & M. Skov (Eds.), Proceedings of the 14th annual conference of ACM SIGCHI Interaction Design and Children (IDC 2015). (Vol. "Full papers", pp. 189-198). Tufts University, Boston: ACM.

Chase, K., & Abrahamson, D. (2015). Reverse-scaffolding algebra: Empirical evaluation of design architecture. In J. Smit, A. Bakker, & R. Wegerif (Eds.), Scaffolding and dialogic teaching in mathematics education [Special issue]. ZDM Mathematics Education.

Flood, V. J., Neff, M., & Abrahamson, D. (2015). Boundary interactions: Resolving interdisciplinary collaboration challenges using digitized embodied performances. In T. Koschmann, P. Häkkinen, & P. Tchounikine (Eds.), "Exploring the material conditions of learning: opportunities and challenges for CSCL," the Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference (Vol. 1, pp. 94-101) Gothenburg, Sweden: ISLS.

Flood, V. J., Schneider, A., & Abrahamson, D. (2015, April). Moving targets: representing and simulating choreographies of multimodal pedagogical tactics for virtual agent mathematics tutors. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 16-20.

Fuson, K. C., Murata, A., & Abrahamson, D. (2015). Mathematics education arrives at the balanced middle: an overview of the growing importance of research on numerical cognition. In R. Cohen Kadosh & A. Dowker (Eds.), The Oxford handbook of numerical cognition (pp. 1020-1038). Oxford, UK: Oxford University Press.

Guo, Y., Xing, W., & Lee, H. (2015). Identifying Students’ Mechanistic Explanations in Textual Responses to Science Questions with Association Rule Mining. In Proceedings of the IEEE 2015 International Conference on Data Mining. Atlantic City, NJ. November 14 —17.

Head, B., Hjorth, A., Brady, C., & Wilensky, U. (2015). Evolving Agent Cognition with NetLogo LevelSpace. In Proceedings of the Winter Simulation Conference.

Hjorth, A., Brady, C., Head, B. and Wilensky, U. (2015). LevelSpaceGUI - Scaffolding Novice Modelers’ Inter-Model Explorations. In proceedings for Interaction Design & Children 2015. Boston, MA.

Hjorth, A., Brady, C., Head, B., Wilensky, U. (2015). Thinking Within and Between Levels: Exploring Reasoning with Multi-Level Linked Models. In T. Koschmann, P. Häkkinen, & P. Tchounikine (Eds.), "Exploring the material conditions of learning: opportunities and challenges for CSCL," the Proceedings of the Computer Supported Collaborative Learning (CCL) Conference Gothenburg, Sweden: ISLS.

Holbert, N., Brady, C., Soylu, F., Novak, M., & Wilensky, U. (2015). The Model Gallery: Supporting Idea Diffusion in Computational Modeling Activities. Poster presented at the AERA Annual Meeting, Chicago, IL: April, 2015.

Hutto, D. D., Kirchhoff, M. D., & Abrahamson, D. (2015). The enactive roots of STEM: Rethinking educational design in mathematics. In F. Paas & A. Tricot (Eds.), Human movement, physical and mental health, and learning [Special issue]. Educational Psychology Review.

Lungeanu, A., Sullivan, S., Wilensky, U., & Contractor, N.S. (2015). A computational model of team assembly in emerging scientific fields. In L. Yilmaz, W.K.V. Chan, I. Moon, T.M.K. Roeder, C. Macal, & M.D. Rossetti (Eds.). Proceedings of the 2015 Winter Simulation Conference.

Pei, C. (2015). Lattice Land: A math microworld for classroom inquiry. Poster presented at the Psychology of Mathematics Education - North America Chapter Conference 2015. East Lansing, Michigan.

Shayan, S., Abrahamson, D., Bakker, A., Duijzer, C., & van der Schaaf, M. (2015). The emergence of proportional reasoning from embodied interaction with a tablet application: an eye-tracking study. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the 9th International Technology, Education, and Development Conference (INTED 2015) (pp. 5732-5741). Madrid: IATED.

Sirer, I., Maroulis, S., Guimera, R, Wilensky, U. & Amaral, L.A.N. (2015). The Currents Beneath the "Rising Tide" of School Choice: An Analysis of Student Enrollment Flows in the Chicago Public Schools. Journal of Policy Analysis and Management. Volume 34, Issue 2. Pages 251–485. http://onlinelibrary.wiley.com/doi/10.1002/pam.2015.34.issue-2/issuetoc.

Weintrop, D. (2015). Comparing Text-based, Blocks-based, and Hybrid Blocks/Text Programming Tools. In Proceedings of the 11th annual International Computing Education Research (ICER) conference. New York, NY, USA: ACM.

Weintrop, D. (2015). Minding the Gap Between Blocks-Based and Text-Based Programming. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education (pp. 720–720). New York, NY, USA: ACM. (Winner of the Student Research Competition)

Weintrop, D. (2015). Blocks, Text, and the Space Between The Role of Representations in Novice Programming Environments. VL/HCC. 2015 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC).

Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2015). Defining Computational Thinking for Mathematics and Science Classrooms. Journal of Science Education and Technology, 25(1), 127–147.

Weintrop, D., Head, B., & Wilensky, U. (2015). Plotting Programming Trajectories with the NetLogo Data Explorer. In Proceedings of Information Visualization, 2015. Chicago, IL. IEEE.

Weintrop, D., Orton, K., Horn, M.S., Beheshti, E., Trouille, L., Jona, K., & Wilensky, U. (2015). Computational Thinking in the Science Classroom: Preliminary Findings from a Blended Curriculum. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST). Chicago, IL.

Weintrop, D., Orton, K., Horn, M.S., Beheshti, E., Trouille, L., Jona, K., & Wilensky, U. (2015). Outcomes of Bringing Computational Thinking into STEM Classrooms. Paper presented at the Annual Meeting of the American Educational Research Association (AERA 2015), Chicago, USA.

Weintrop, D., & Wilensky, U. (2015). Keeping it Old School: Classic Video Games as Inspiration for Modern Student Programs. In Proceedings of the 11th Games, Learning, & Society Conference. Madison, WI.

Weintrop, D., & Wilensky, U. (2015). To Block or Not to Block, That is the Question: Students’ Perceptions of Blocks-based Programming. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 199–208). New York, NY, USA: ACM.

Weintrop, D. & Wilensky, U. (2015). The Challenges of Studying Blocks-based Programming Environments. 2015 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC).

Weintrop, D., Wilensky, U., Roscoe, J., & Law, D. (2015). Teaching Text-based Programming in a Blocks-based World. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education (pp. 678–678). New York, NY, USA: ACM

Wilensky, U., & Rand, W. (2015). An introduction to agent-based modeling: Modeling natural, social and engineered complex systems with NetLogo. Cambridge, MA: MIT Press.

Wilkerson-Jerde, M. H. (2015). Open peer commentary: Locating the learner in collaborative constructionist design. Constructivist Foundations, 10(3), 315-316.

Wilkerson-Jerde, M. H., Wagh, A. & Wilensky, U. (2015). Balancing curricular and pedagogical needs in computational construction kits: Lessons from the DeltaTick project. Science Education, 99(3), 465-499. doi: 10.1002/sce.21157

Wilkerson-Jerde, M. H., Gravel, B. E., & Macrander, C. A. (2015). Exploring shifts in middle school learners’ modeling activity while generating drawings, animations, and simulations of molecular diffusion. Journal of Science Education and Technology, 24(2-3), 396-415. doi: 10.1007/s10956-014-9497-5.

Wilkerson-Jerde, M. H. & Wilensky, U. (2015). Patterns, probabilities, and people: Making sense of quantitative change in complex systems. Journal of the Learning Sciences, 24(2), 204-251. doi: 10.1080/10508406.2014.976647

2014

Abrahamson, D. (2014). Building educational activities for understanding: an elaboration on the embodied-design framework and its epistemic grounds. International Journal of Child-Computer Interaction, 2, 1-16.

Abrahamson, D. (2014). Rethinking probability education: perceptual judgment as epistemic resource. In E. J. Chernoff & B. Sriraman (Eds.), Probabilistic thinking: presenting plural perspectives (pp. 339-360) New York: Springer.

Abrahamson, D., Chase, K., Kumar, V., & Jain, R. (2014). Leveling transparency via situated, intermediary learning objectives. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 23-30). Boulder, CO: International Society of the Learning Sciences.

Abrahamson, D., Lee, R. G., Negrete, A. G., & Gutiérrez, J. F. (2014). Coordinating visualizations of polysemous action: values added for grounding proportion. In F. Rivera, H. Steinbring, & A. Arcavi (Eds.), Visualization as an epistemological learning tool [Special issue]. ZDM: The international Journal on Mathematics Education, 46(1), 79-93.

Abrahamson, D., & Lindgren, R. (2014). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd Edition). Cambridge, UK: Cambridge University Press.

Anton, G. & Berland, M. (2014). Mission Critical: Building Community to Engage Young Women in Computer Science. Proceedings of ACM SIG-CSE 2014.

Blikstein, P. (2014). Bifocal Modeling: Comparing physical and computational models linked in real time. In Nijholt, A. (Ed.), Playful learning interfaces (pp. 317-350), Netherlands: Springer.

Brady, C., Holbert, N. R., Soylu, F., Novak, M., F., & Wilensky, U. (2014). Sandboxes for Model-Based Inquiry. Science Teaching and Learning with Models," Journal of Science Education and Technology (JOST) [Special Issue]. 24, 265-286.

Brady, C., Horn, M., Wilensky, U., Wagh, A., Hjorth, A., & Bannerjee, A. (2014). Getting your Drift - Activity designs for grappling with evolution. In Penuel, W., Jurow, S., & O'Connor, K. (Eds.) Learning and Becoming in Practice: Proceedings of the 11th International Conference of the Learning Sciences (ICLS 2014) - Volume 2, Short Papers, Symposia, and Selected Abstracts. International Society of the Learning Sciences: Boulder, CO.

Davis, D., Berland, M., & Yuen, T. (2014). Multiple Case Study of Nerd Identity in a CS1 Class. Proceedings of ACM SIG-CSE 2014.

Flood, V.J., Schneider, A., & Abrahamson, D. (2014). Gesture Enhancement of a Virtual Tutor via Investigating Human Tutor Discursive Strategies: Forms and Functions for Proportions. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 1593-1594). Boulder, CO: International Society of the Learning Sciences.

Guo, Y., & Wilensky, U. (2014) Beesmart: a microworld for swarming behavior and for learning complex systems concepts. Proceedings of the Constructionism 2014 Conference. Vienna, Austria. August 2014.

Head, B., Liang, C., & Wilensky, U. (2014). Flying like a School of Fish: Discovering Flocking Formations in an Agent-Based Model with Analogical Reasoning. In Proceedings of the Michigan Complexity Mini-Conference. University of Michigan, Ann Arbor, Michigan.

Head, B., Orton, K., & Wilensky, U. (2014). An Agent-Based Approach to Modeling Membrane Formation. In Proceedings of the Michigan Complexity Mini-Conference. University of Michigan, Ann Arbor, Michigan.

Hjorth, A. & Wilensky, U. (2014). Redesigning Your City - A Constructionist Environment for Urban Planning Education. Proceedings of Constructionism 2014, Vienna, Aug 19-23.

Hjorth, A., & Wilensky, U. (2014). Redesigning Your City–A Constructionist Environment for Urban Planning Education. Informatics in Education-An International Journal, (Vol13_2), 197-208. Chicago

Hjorth, A. & Wilensky, U. (2014). Re-grow Your City – a NetLogo curriculum unit on Regional Development. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 3, pp. 1553-1555). Boulder, CO: International Society of the Learning Sciences.

Hjorth, A., Wilensky, U., Villamar, J., & Brown, H. (2014). Using Agent-Based Modeling to Explore and Visualize the Effects of Prevention Implementation Strategies for Policy. In Computational and Technical Approaches to Improve the Implementation of Prevention Programs. Panel chaired by Dr. Hendricks Brown at 7th Annual Conference on the Science of Dissemination and Implementation. Bethesda, MD.

Holbert, N. (2014). Exploring the Particulate Nature of Matter in a Constructionist Video Game. In M. Johnson-Glenberg (Org & Chair), Science Sims and Games: Best Design Practices and Fave Flops. In J. Poleman, E. Kyza, I. Tabak & K. O'Neill (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS 2014). University of Colorado at Boulder: ISLS.

Holbert, N.R., & Wilensky, U. (2014). Constructible Authentic Representations: Designing Video Games that Enable Players to Utilize Knowledge Developed In-Game to Reason About Science. Technology, Knowledge and Learning, 1-27. doi:10.1007/s10758-014-9214-8

Holbert, N., Weintrop, D. & Wilensky, U. (2014). Constructionist video games: Creating educational video games that empower players to construct new knowledge. In N. Holbert & D. Weintrop (Org), N. Holbert (Chair), and Y. Kafai (Discussant), Combining Video Games and Constructionist Design to Support Deep Learning in Play. In J. Poleman, E. Kyza, I. Tabak & K. O'Neill (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS 2014). University of Colorado at Boulder: ISLS.

Horn, M.S., Brady, C., Hjorth, A., Wagh, A., & Wilensky, U. (2014). Frog Pond: A code first learning environment on natural selection and evolution. Proceedings of IDC 2014.

Horn, M.S., Weintrop, D., & Routman, E. (2014). Programming in the Pond: A Tabletop Computer Programming Exhibit. In Proceedings of the Extended Abstracts of the 32nd Annual ACM Conference on Human Factors in Computing Systems (pp. 1417–1422). New York, NY, USA: ACM.

Jona, K., Wilensky, U., Trouille, L., Horn, M. S., Orton, K., Weintrop, D., & Beheshti, E. (2014). Embedding Computational Thinking in Science, Technology, Engineering, and Math (CT-STEM). Whitepaper presented at the summit on Future Directions in Computer Education. Orlando, FL. Jan 8-9, 2014.

Maroulis, S., Bakshy, E., Gomez, L. & Wilensky, U. (2014). Modeling the Transition to Public School Choice. Journal of Artificial Societies and Social Simulation.

Maroulis, S., & Wilensky, U. (2014). Social and Task Interdependencies in the Street-Level Implementation of Innovation. Journal of Public Administration Research and Theory.

Ochsner, A., Johnson-Stempson, R., Steinkuehler, C., & Berland, M. (2014). Studio K: A Game Development Environment Designed for Gains in Computational Thinking. Proceedings of ACM SIG-CSE 2014.

Soylu, F., Brady, C., Holbert, N., Wilensky, U. (2014) The thinking hand: Embodiment of tool use, social cognition and metaphorical thinking and implications for learning design. Paper presented at the AERA Annual Meeting (SIG: Brain, Neurosciences, and Education), Philadelphia, PA: April, 2014

Stroup, W. & Wilensky, U. (2014). On the Embedded Complementarity of Agent-Based and Aggregate Reasoning in Students' Developing Understanding of Dynamic Systems. Technology, Knowledge and Learning, 19(1-2).

Wagh, A., & Wilensky, U. (2014). EvoBuild: Programming models of evolutionary change using blocks. Poster presented at the 2014 Annual Meeting of the AERA, Philadelphia.

Wagh, A., & Wilensky, U. (2014). Seeing patterns of change: Supporting student noticing in building models of natural selection. Proceedings of 2014 Constructionism, Vienna, Aug 19-23.

Weintrop, D., Beheshti, E., Horn, M.S., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2014). Defining Computational Thinking for Science, Technology, Engineering, and Math. Poster presented at the Annual Meeting of the American Educational Research Association (AERA 2014), Philadelphia, USA.

Weintrop, D., Beheshti, E., Horn, M.S., Orton, K., Trouille, L., Jona, K., & Wilensky, U. (2014) Interactive Assessment Tools for Computational Thinking in High School STEM Classrooms. In D. Reidsma, I. Choi, & R. Bargar (Eds.), Proceedings of Intelligent Technologies for Interactive Entertainment: 6th International Conference, INTETAIN 2014, Chicago, IL, USA (pp. 22-25). Springer International Publishing.

Weintrop, D. & Wilensky, U. (2014). Designing for Computational Expression: Four Principles for the Design of Learning Environments Towards Computational Literacy. In D. J. Loveless, B. Griffith, M. Berci, E. Ortlieb, P. Sullivan (Eds.), Academic Knowledge Construction and Multimodal Curriculum Development. Hershey, PA: IGI Global.

Weintrop, D., & Wilensky, U. (2014). Program-to-play videogames: Developing computational literacy through gameplay. Paper presented at Games, Learning, & Society 10. Madison, WI.

Weintrop, D. & Wilensky, U. (2014). Situating programming abstractions in a program-to-play game. Informatics in Education, 13(2), 307–321.

Weintrop, D., & Wilensky, U. (2014). Situating programming abstractions in a program-to-play game. Proceedings of Constructionism 2014. Vienna, Austria.

Wilensky, U. (2014). Computational Thinking through Modeling and Simulation. Whitepaper presented at the summit on Future Directions in Computer Education. Orlando, FL. Jan 8-9, 2014.

Wilensky, U., Brady, C., & Horn, M. (2014). Fostering Computational Literacy in Science Classrooms. Communications of the ACM. 57,24-28. PDF

Wilensky, U., & Jacobson, M. (2014). Complex Systems in the Learning Sciences. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd Edition). Cambridge, UK: Cambridge University Press.

Wilkerson-Jerde, M.H. (2014). Construction, categorization, and consensus: student generated computational artifacts as a context for disciplinary reflection. Educational Technology Research & Development, 62(1), 99-121. doi: 10.1007/s11423-013-9327-0.

Yang, C.K., & Wilensky, U. (2014). Easing Epistemological Anxiety with Models: A Case Study in South Korea and the U.S. Paper presented at the Proceedings of the 38th Meeting of the International Group for Psychology of Mathematics Education (joint meeting with the North American Chapter), Vancouver, Canada, July 15-21, 2014.

2013

Abrahamson, D. (2013). Toward a taxonomy of design genres: fostering mathematical insight via perception-based and action-based experiences. In J. P. Hourcade, E. A. Miller & A. Egeland (Eds.), Proceedings of the 12th Annual Interaction Design and Children Conference (IDC 2013) (Vol. "Full Papers", pp. 218-227). New York: The New School & Sesame Workshop.

Berland, M., Davis, D., & Yuen, T. (2013). Monsterismus: Recursively Relevant Computer Science Game Design. Proceedings of Games, Learning, & Society 9.0.

Berland, M., Martin, T., Benton, T., Petrick Smith, C., & Davis, D. (2013). Using learning analytics to understand the learning pathways of novice programmers. Journal of the Learning Sciences, 22(4), 564-599.

Berland, M., Petrick Smith, C., & Davis, D. (2013). Visualizing Live Collaboration in the Classroom with AMOEBA. Proceedings of the Tenth International Conference on Computer-Supported Collaborative Learning. Madison, WI.

Bowers, A.J., & Berland, M. (2013). Does recreational computer use affect high school achievement? Educational Technology Research and Development, 61(1), 51-69.

Davis, P., Horn, M.S., Schrementi, L., Block, F., Phillips, B., Evans, E.M., Diamond, J., Shen, C. (2013). Going Deep: Supporting collaborative exploration of evolution in natural history museums. International Conference on Computer Supported Collaborative Learning (CSCL'13), Madison, Wisconsin.

Davis, P., Horn, M.S., & Sherin, B.L. (2013). The right kind of wrong: A knowledge-in-pieces approach to science learning in museums. Curator, 56(1), 31-46.

Dickes, A., & Sengupta, P. (2013). Learning Natural Selection in 4th Grade with Multi-Agent-Based Computational Models. Research in Science Education, 43(3), 921-953.

Duarte Olson, I. (2013). Cultural Differences Between Favela and Asfalto in Complex Systems Thinking. Journal of Cognition and Culture, 13(1-2), 145–157. doi:10.1163/15685373-12342089

Duarte Olson, I. (2013). Inequality in Levels: Navigating Everyday Complexity. In Ojalehto,B., Medin, D. Conceptualizing Complex Systems: How People Navigate Social and Ecological Systems. Symposium accepted to the Society for Anthropological Sciences Meeting.

Duarte Olson, I. (2013).“It’s like an epidemic, it catches on…”: Community Knowledge of Everyday Complex Phenomena. In C. Lee and G. Saxe. (Co-chairs). Capitalizing on Knowledge Co-Constructed via the Praxis of Historically Nondominant Groups. Symposium accepted to the American Educational Research Association Conference.

Frank, K.A., Maroulis, S., Duong, M., & Kelcey, B. (2013) What Would it Take to Change an Inference? Using Rubin's Causal Model to Interpret the Robustness of Causal Inferences. Education Evaluation and Policy Analysis , Volume 35, Issue 4.

Friedman, J., & Horn, M.S. (2013). StallTalk: Graffiti, toilets, and anonymous location-based micro-blogging. In Proc. Extended Abstracts on Human Factors in Computing Systems (CHI'13), ACM Press, 2179-2188.

Hirsh, A., & Levy, S. T. (2013). Biking with particles: Junior triathletes’ learning about drafting through exploring agent-based models and inventing new tactics. Technology, Knowledge and Learning, 18(1-2), 9-37.

Horn, M.S. (2013). The role of cultural forms in tangible interaction design. In Proc. Tangible, Embedded, and Embodied Interaction (TEI'13), ACM Press.

Horn, M.S., AlSulaiman, S., & Koh, J. (2013). Translating Roberto to Omar: Computational literacy, stickerbooks, and cultural forms. In Proc. Interaction Design and Children (IDC'13), ACM Press, 120-127.

Martin, T., Berland, M., Benton, T., & Smith, C.P. (2013). Learning Programming with IPRO: The Effects of a Mobile, Social Programming Environment. Journal of Interactive Learning Research, 24(3), 301-328. Chesapeake, VA: AACE.

Negrete, A.G., Lee, R.G., & Abrahamson, D. (2013). Facilitating discovery learning in the tablet era: rethinking activity sequences vis-a-vis digital practices. In M. Martinez & A. Castro Superfine (Eds.), Broadening Perspectives on Mathematics Thinking and Learning - Proceedings of the 35th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 35) (Chap. 10: Technology, p. 1205). Chicago, IL: University of Illinois at Chicago.

Newman, S.D., & Soylu, F. (2013). The impact of finger counting habits on arithmetic in adults and children. Psychological research, 1-8.

Tisue, S., & Wilensky, U. (2004, updated 2013). NetLogo: Design and implementation of a multi-agent modeling environment. In Proceedings of the Agent 2004 Conference on Social Dynamics: Interaction, Reflexivity and Emergence, Chicago, Illinois, October 2004.

Trouille, L., Beheshti, E., Horn, M., Jona, K., Kalogera, V., Weintrop, D., & Wilensky, U. (2013). Bringing Computational Thinking into the High School Science and Math Classroom. In American Astronomical Society, AAS Meeting #221, #201.09

Wagh, A. & Wilensky, U. (2013). Leveling the playing field: Making multi-level evolutionary processes accessible through participatory simulations. Proceedings of CSCL, Madison, Wisconsin, June 15-19

Weintrop, D., & Wilensky, U. (2013). Know your enemy: Learning from in-game opponents. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 408–411). New York, NY, USA: ACM. doi:10.1145/2485760.2485789

Weintrop, D., & Wilensky, U. (2013). Learning by Leveling: An Incremental Introduction to Programming. . Presented at the 43rd Annual Meeting of the Jean Piaget Society Annual Meeting, Chicago, IL, USA.

Weintrop, D., & Wilensky, U. (2013). Supporting Computational Expression: How Novices Use Programming Primitives in Achieving a Computational Goal. Presented at AERA, San Francisco, CA, USA.

Weintrop, D., & Wilensky, U. (2013). RoboBuilder: A Computational Thinking Game. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 736–736). Denver, CO: ACM.

Weintrop, D, Hjorth, A., & Wilensky, U. (2013). Know Your Network: Learning Social Networks Analysis Through Meaningful Manipulation. Poster presented at InfoSocial 2013. Evanston, IL, USA.

Wilensky, U. (2001, updated 2013)Modeling nature's emergent patterns with multi-agent languages. Proceedings of EuroLogo 2001. Linz, Austria.

Wilkerson-Jerde, M., Gravel, B., & Macrander, C. (2013). SiMSAM: An integrated toolkit to bridge student, scientific, and mathematical ideas using computational media. In Proceedings of the International Conference of Computer Supported Collaborative Learning (CSCL 2013) (Vol. 2, pp. 379-381). Madison, WI, USA.

Wilkerson-Jerde, M., Gravel, B., Macrander, C., Bell, A., & Krouwer, M. (2013). Grain of sand strand: Developing SiMSAM, an integrated animation, simulation, and data analysis toolkit. Presented at Rick, J., Horn, M., & Martinez-Moldonado, R. (Orgs.) CSCL 2013 Pre-Conference Workshop on Human-Computer Interaction and the Learning Sciences.

Wilkerson-Jerde, M., & Maldonis, J. (2013). Patterns in students' processes for representing quantitative change across multiple scenarios with multiple media. Poster presented at the 2013 Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.

Yang, C.K., & Wilensky, U. (2013). Mathematical Epistemologies and Modeling: A Case Study in South Korea. Invited Lecture at the 10th Korean Women in Mathematical Sciences International Conference, Seoul, Korea, June 20-21, 2013.

Yang, C.K., & Wilensky, U. (2013). Unpacking Student Mathematical Epistemologies: A Case Study in South Korea. Presentation at the Fulbright Conference, Jeju, Korea, April 6-8, 2013.

2012

Abrahamson, D. (2012). Seeing Chance: perceptual reasoning as an epistemic resource for grounding compound event spaces.In R. Biehler & D. Pratt (Eds.), Probability in reasoning about data and risk [Special issue]. ZDM: The international Journal on Mathematics Education, 44 (7), 869–881.

Abrahamson, D. (2012). Discovery reconceived: product before process. For the Learning of Mathematics , 32(1), 8-15.

Abrahamson, D. (2012). Rethinking intensive quantities via guided mediated abduction. The Journal of the Learning Sciences. 21(4), 626-649. doi: 10.1080/10508406.2011.633838

Abrahamson, D., Gutierrez, J.F., Charoenying, T., Negrete, A.G., & Bumbacher, E. (2012). Fostering hooks and shifts: tutorial tactics for guided mathematical discovery. Technology, Knowledge, and Learning, 17 (1-2), 61-86. doi: 10.1007/s10758-012-9192-7.

Abrahamson, D. (Chair & Organizer). (2012). You're it! Body, action, and object in STEM learning (M. Eisenberg, Discussant). In J. v. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS 2012) (Vol. 2: Symposia, pp. 99-109). Sydney: University of Sydney / ISLS.

Abrahamson, D., & Charoenying, T. (2012, April). Doing-for-seeing, seeing-for-doing: demonstration and imitation as critical opportunities for schema development in embodied-interaction mathematics learning. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, April 13-17.

Abrahamson, D., Gutierrez, J.F., & Baddorf, A.K. (2012). Try to see it my way: the discursive function of idiosyncratic mathematical metaphor. Mathematical Thinking and Learning , 14(1), 55-80.

Abrahamson, D., Gutierrez, J.F., Charoenying, T., Negrete, A.G., & Bumbacher, E. (2012, April). Fostering mathematical discovery: one tutor's strategies for ushering the construction of proportional schemas via mediated embodied interaction. In J. Radinsky (Chair) & J. Lemke (Discussant), Emergent methods for studying spatial and embodied dimensions of learning. Symposium presented at the annual meeting of the American Educational Research Association (SIG Learning Sciences), Vancouver, April 13-17.

Abrahamson, D., Negrete, A.G., & Gutierrez, J.F. (2012, April). Adding up to multiplicative concepts: the role of embodied reasoning. Paper presented at the annual meeting of the American Educational Research Association (SIG Research in Mathematics Education), Vancouver, April 13-17. Abrahamson-et-al-AERA2012f

Bao, P., Hecht, B., Carton, S., Quaderi, M., Horn, M.S., & Gergle, D. (2012). Omnipedia: Bridging the Wikipedia Language Gap. In Proc. ACM Conference on Human Factors in Computing Systems CHI'12, ACM Press.

Beheshti, E., Van Devender, A., & Horn, M.S. (2012). Touch, click, navigate: Comparing tabletop and desktop interaction for map navigation tasks. In Proc. Interactive Tabletops and Surfaces ITS'12. ACM Press.

Berland, M. (2012). Becoming an Expert Boardgamer: A Quantitative Exploration. Proceedings of Games, Learning, & Society 8.0.

Berland, M., Duncan, S., & Boecking, M. (2012). Supporting computational thinking by modding strategic board games. International Conference of the Learning Sciences (ICLS-12).

Berland, M., Martin, T., Benton, T., & Petrick, C. (2012). AMOEBA: Mining how students learn to program together. Proceedings of the International Conference of the Learning Sciences (ICLS-12).

Berland, M., Martin, T., Benton, T., & Petrick, C. (2012). IPRO: A mobile, social programming game for iOS. Proceedings of Games, Learning, & Society 8.0.

Block, F., Wigdor, D., Phillips, B.C., Horn, M.S., & Shen, C. (2012). FlowBlocks: A Multi-Touch UI for Crowd Interaction. In Proc. ACM Symposium on User Interface Software and Technology (UIST'12), ACM Press, 497-508.

Block, F., Horn, M.S., Phillips, B.C., Diamond, J., Evans, E.M., & Shen, C. (2012). The DeepTree Exhibit: Visualizing the Tree of Life to Facilitate Informal Learning. IEEE Transactions on Visualization and Computer Graphics, 18(12), 2789-2798.

Colyvas, J., & Maroulis, S . (2012). "Academic Laboratories and the Reproduction of Proprietary Science: Modeling Organizational Rules through Autocatalytic Networks" in Padgett, J. and Powell.

Davis, D., & Berland, M. (2012). Leveraging English Learners' Identities in Game Design. Proceedings of Games, Learning, & Society 8.0.

Duncan, S., & Berland, M. (2012). Triangulating Learning in Board Games: Computational Thinking at Multiple Scales of Analysis. Proceedings of Games, Learning, & Society 8.0.

Duarte Olson, I (2012). Drawing and Talking about Social Systems: Cultural Differences between Favela and Asfalto. Society for Cross Cultural Research Newsletter (pp.6). Las Vegas, NV.

Duarte Olson, I. (February, 2012). Drawing and talking about Social Systems: Cultural Differences Between Favela and Asfalto. Poster presented at the 2012 Society for Cross Cultural Research Conference and Society for Anthropological Sciences Joint Conference: Las Vegas, NV.

Duarte Olson, I. (May, 2012). Favela dwellers construal of their social environment and implications for complex systems thinking. Poster presented at the Association for Psychological Sciences: Chicago, IL.

Dyer, E.B. (2012, November). Exploring classroom discourse through an agent-based model. Poster presented at the 34th Annual Conference of PME-NA: Kalamazoo, MI: PME.

Fuhrmann, T., Greene, D., Salehi, S., & Blikstein, P. (2012). Bifocal Biology: the link between real and virtual experiments. Proceedings of the Constructionism 2012 Conference, Athens, Greece.

Hickey, D.T., Soylu, F. (2012). Wikifolios, reflections, and exams for online engagement, understanding, and achievement. Journal of Teaching and Learning with Technology : 64-71.

Hjorth, A., & Wilensky, U. (2012). Acting like a Turtle: A NetLogo Kinect Extension. Proceedings of the Constructionism 2012 Conference . Athens, Greece, Aug 21-25.

Holbert, N.R., & Wilensky, U. (2012). Designing video games that encourage players to integrate formal representations with informal play. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.) The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) - Volume 1, Full papers . International Society of the Learning Sciences: Sydney, NSW, Australia.

Holbert, N.R., & Wilensky, U. (2012). Representational congruence: Connecting video game experiences to the design and use of formal representations. In Kynigos, C., Clayson, J. E., & Yiannoutsou, N. (Ed.), Constructionism Theory, Practice, and Impact: Proceedings of Constructionism 2012. Athens, Greece.

Horn, M.S., Leong, Z.A., Block, F., Diamond, J., Evans, E.M., Phillips, B., & Shen, C. (2012). Of BATs and APEs: An interactive tabletop game for natural history museums. In Proc. ACM Conference on Human Factors in Computing Systems CHI'12, ACM Press.

Horn, M.S., Weintrop, D., Beheshti, E., & Olson, I.C. (2012). Spinners, Dice, and Pawns: Using Board Games to Prepare for Agent-Based Modeling Activities. Presented at the AERA, Vancouver, Canada.

Horn, M.S., & Wilensky, U. (2012). NetTango: A mash-up of NetLogo and Tern. In Moher, T. (chair) and Pinkard, N. (discussant), When systems collide: Challenges and opportunities in learning technology mashups. Symposium presented at the annual meeting of the American Education Research Association,Vancouver, British Columbia.

Kahn, K., Noble, H., Hjorth, A., & Sampaio, F. (2012). Three-minute Constructionist Experiences. Proceedings of the Constructionism 2012 Conference . Athens, Greece, Aug-21-25.

Levy, S.T. (2012). Young children's learning of water physics by constructing working systems. International Journal of Design and Technology Education. 18, 9-37.

Sengupta, P., & Wilensky, U. (2012). Lowering the Learning Threshold: Multi-Agent-Based Models and Learning Electricity . In Khine, M.S., & Saleh, I.M (Eds.). Dynamic Modeling: Cognitive Tool for Scientific Inquiry . Springer, New York, NY.

Trninic, D., & Abrahamson, D. (2012, May/June). Body of knowledge: rethinking mathematical concepts as signified embodied procedures. Paper presented at "Rethinking Cognitive Development," the 42nd annual meeting of the Jean Piaget Society, Toronto, May 31-June 2.

Trninic, D., & Abrahamson, D. (2012). Embodied artifacts and conceptual performances. In J. v. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS 2012) (Vol. 1: Full papers, pp. 283-290). Sydney: University of Sydney / ISLS.

Wagh, A., & Wilensky, U. (2012). Evolution in blocks: Building models of evolution using blocks. Proceedings of Constructionism, Athens, Greece, Aug 21-25.

Wagh. A., & Wilensky, U. (2012). Breeding birds to learn about artificial selection: Two birds with one stone ? Proceedings of ICLS, Sydney, Australia, July 2-6.

Wagh, A., & Wilensky, U. (2012). Mechanistic Explanations of evolutionary change facilitated by agent-based models. Paper presented at AERA, Vancouver, April 13-17.

Weintrop, D., Holbert, N., Wilensky, U., & Horn, M. S. (2012). Redefining Constructionist Video Games: Marrying Constructionism and Video Game Design. Proceedings of the Constructionism 2012 Conference . Athens, Greece, Aug 21-25.

Weintrop, D., & Wilensky, U. (2012). RoboBuilder: A Program-to-Play Constructionist Video Game. Proceedings of the Constructionism 2012 Conference . Athens, Greece, Aug 21-25.

Wilkerson-Jerde, M., & Maldonis, J. (2012). Toward a data expression toolkit: Identifying the elements of a dynamic representational competence in young learners. In Proceedings of Constructionism 2012.

Wilkerson-Jerde, M. (2012). The Category Creator: An Interactive Online Gallery for Bridging Student-Generated Artifacts and Whole-Classroom Reflection. Poster presented at the 2012 Annual Meeting of AERA, Vancouver, BC.

Yalvac, B., Ayar, M.C., & Soylu, F. (2012). Teaching Engineering with Wikis. International Journal of Engineering Education , 28(3), 701.

Yang, C.K., & Wilensky, U. (2012). Problem Solving and its Relationship to Students’ Epistemology of Mathematics: A Case Study in South Korea. Paper published in the Proceedings of the 12th International Congress on Mathematical Education,Seoul, Korea, July 8-15, 2012.

Yang, C.K., & Wilensky, U. (2012). Mathematical Problem Solving and its Relationship to Students’ Epistemology of Mathematics in Korean Students . Poster presented at the American Education Research Association, Vancouver, BC, April 13-17, 2012.

Yang, C.K. (2012). Understanding Cultural Differences in Mathematical Cognitive Strategies and Learning Cultures in Korea and the United States. Paper presented at the American Education Research Association, Vancouver BC, April 13-17, 2012.

2011

Abrahamson, D., Trninic, D., Gutierrez, J.F., Huth, J., & Lee, R.G. (2011). Hooks and shifts: A dialectical study of meditated discovery. Technology, Knowledge & Learning 16:55-85.

Berland, M. (2011). Understanding Strategic Board Games as Computational Thinking Training Machines. In Davidson, D. (Ed.), Tabletop Game Design. Pittsburgh, PA: ETC Press.

Berland, M., Benton, T., Petrick, C., & Martin, T. (2011). Programming on the Move: Design Lessons from IPRO. Proceedings of the ACM SIGCHI 2011, Vancouver, BC

Berland, M., & Lee, V.R. (2011). Collaborative strategic board games as a site for distributed computational thinking. International Journal of Game-Based Learning, 1(2), 65-81.

Frank, K., Maroulis, S ., Belman, D., & Kaplowitz, M. (2011). "The Social Embeddedness of Natural Resource Extraction and Use in Small Fishing Communities." in Taylor, W. and Schechter, M. (eds.), Sustainable Fisheries: Multi-level Approaches to a Global Problem.

Gobert, J., O'Dwyer, L., Horwitz, P., Buckley, B., Levy, S.T., & Wilensky, U. (2011). Examining the relationship between students' epistemologies of models and conceptual learning in three science domains: Biology, Physics, & Chemistry. International Journal of Science Education, 33(5), 653-684.

Holbert, N.R., & Wilensky, U. (2011) FormulaT Racing: Designing a game for kinematic exploration and computational thinking. Proceedings of the 7th Games, Learning, & Society Conference. Madison, WI.

Holbert, N.R., & Wilensky, U. (2011). Racing games for exploring kinematics: A computational thinking approach. Paper presented at AERA 2011, New Orleans, LA.

Holbert, N.R., & Wilensky, U. (2011). Putting the turtle on the racetrack: Investigating a constructionist racing game for exploring kinematics . Paper presented at NARST 2011, Orlando, FL.

Horn, M.S., Crouser, R.J., & Bers, M.U. (2011). Tangible interaction and learning: The case for a hybrid approach. Personal and Ubiquitous Computing, 16(4), 379-389.

Horn, M.S., Davis P., Hubbard, A., Keifert, Leong, Z.A., & Olson, I.C. (2011). Learning sustainability: Children, learning, and next generation eco-feedback technology. Proceedings of Interaction Design and Children Ann Arbor, MI. June, 2011

Leong, Z.A., & Horn, M.S. (2011). Representing Equality: A Tangible Balance Beam for Early Algebra Education. In Proc. Interaction Design and Children IDC'11, ACM Press, 173-176.

Levy, S.T., & Lahav, O. (2011). Enabling blind people to experience science inquiry learning through sound-based mediation. Journal of Computer Assisted Learning 28(6), 499-513.

Levy, S.T., & Wilensky, U. (2011). Mining students inquiry actions for understanding of complex systems . ScienceDirect Alert: Computers & Education, Vol. 56, Iss. 3, 2011. pp. 556-573.

Olson, I.C., Horn, M. & Wilensky, U. (2011). Modeling on the Table: Agent-Based Modeling in Elementary School with NetTango. Proceedings of 10th International Conference on Interaction Design and Children (short paper), Ann Arbor, MI. June, 2011

Olson, I.C., Leong, Z.A., Wilensky, U., & Horn, M.S. (2011). “It’s just a toolbar!” Using tangibles to help children manage conflict around a multi-touch tabletop. In Proc. of the fifth international conference on Tangible, Embedded and Embodied Interaction (TEI’11) , Funchal, Portugal. ACM New York. pp. 29-36.

Petrick, C., Berland, M., & Martin, T. (2011). Allocentrism and computational thinking. In G. Stahl, H. Spada, & N. Miyake (Eds.), Proceedings of the Ninth International Conference on Computer-Supported Collaborative Learning, Hong Kong, China.

Stonedahl, F., & Wilensky, U. (2011). Finding Forms of Flocking: Evolutionary Search in ABM Parameter-Spaces.In Multi-Agent-Based Simulation XI, T. Bosse, A. Geller, & C. M. Jonker (Eds). Lecture Notes in Computer Science. Springer Berlin / Heidelberg. Vol. 6532. pp. 61-75.

Stonedahl, F., Wilkerson-Jerde, M., & Wilensky, U. (2011). MAgICS: Toward a Multi-Agent Introduction to Computer Science. In M.Beer, M.Fasli, and D. Richards (Eds.) Multi-Agent Systems for Education and Interactive Entertainment: Design, Use and Experience. IGI Global. pp.1-25.

Wagh, A., & Wilensky, U. (2011). Giraffes don't stretch their necks anymore: Useful pieces of knowledge about natural selection . Proceedings of epiSTEME 2011, Mumbai, Jan 4- 9.

Wilkerson-Jerde, M., & Wilensky, U. (2011). How do mathematicians learn math?: Resources and acts for constructing and understanding mathematics. Educational Studies in Mathematics, 78 (1), 21-43.

Yalvac, B., Soylu, F., & Arikan, A. (2011). Embodied cognition and education. ETHOS: Dialogues in Philosophy and Social Science 4(1), 1-20.

2010

Abrahamson, D. (2010). A tempest in a teapot is but a drop in the ocean: action-objects in analogical mathematical reasoning. In K. Gomez, L. Lyons & J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1 [Full Papers], pp. 492-499). International Society of the Learning Sciences: Chicago, IL.

Berland, M., Lee, V., & DuMont, M. (2010). Small Groups, Big Mistakes: The Emergence of Faulty Rules During a Collaborative Board Game. Proceedings of the International Conference of the Learning Sciences (ICLS-10).

Berland, M., Martin, T., & Benton, T. (2010). Programming Standing Up: Embodied Computing with Constructionist Robotics. Proceedings of Constructionism 2010, Paris

Blikstein, P. (2010, June). Connecting the science classroom and tangible interfaces: the bifocal modeling framework. In Proceedings of the 9th International Conference of the Learning Sciences-Volume 2 (pp. 128-130). International Society of the Learning Sciences.

Blikstein, P., & Wilensky, U. (2010). MaterialSim: A constructionist agent-based modeling approach to engineering education. In M. J. Jacobson & P. Reimann, (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences. New York: Springer.

Blikstein, P., Buechley, L., Horn, M.S., & Raffle, H. (2010). A new age in tangible computational interfaces for learning. In Proc. International Conference of the Learning Sciences ICLS'10, Chicago, IL.

Holbert, N., Penney, L., & Wilensky, U. (2010). Bringing Constructionism to Action Gameplay . In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.

Holbert, N., & Wilensky, U. (2010). Feeling fast: The role of intuitive thinking in video games . Poster presented at the annual meeting of the American Educational Research Association, Denver, CO, April 30-May 4.

Holbert, N., & Wilensky, U. (2010). FormulaT Racing: Combining gaming culture and intuitive sense of mechanism for video game design . In K. Gomez & J. Radinsky (Ed.), Proceedings of the 9th International Conference of the Learning Sciences. Chicago, IL.

Holbert, N., & Wilensky, U. (2010). FormulaT Racing: Bringing kinematics to the bean bag chair. Worked Example presented at Games, Learning, & Society 6.0. Madison, WI, June 9 - 11.

Lerner, R., Levy, S.T., & Wilensky, U. (2010). Encouraging Collaborative Constructionism: Principles Behind the Modeling Commons . In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.

Levy, S.T., & Wilensky, U. (2010). Mining students' actions for understanding of complex systems: Students' explorations of gas models in the Connected Chemistry curriculum . Paper presented at AERA 2010, Denver, CO.

Levy, S.T., & & Mioduser, D. (2010). Approaching complexity through planful play: Kindergarten children’s strategies in programming an autonomous robot. International Journal of Computers in Mathematical Learning, 15 (1), 21-43.

Maroulis, S., Guimera, R., Petry, H., Stringer, M., Gomez, L., Amaral, L., & Wilensky, U. (2010).A complex systems approach to Educational Policy Research. Science 1 October 2010: Vol. 330. no. 6000, pp. 38 .

Mioduser, D. & Levy S.T. (2010). Making Sense by Building Sense: Kindergarten Children's Construction and Understanding of Adaptive Robot Behaviors. International Journal of Computers for Mathematical Learning, 15 (2), 99-127.

Olson, I., Horn, M., & Wilensky, U. (2010). NetLogo Tango: Supporting Student Programming with Tangible Objects and Multi-Touch Displays. In K. Gomez & J. Radinsky (Eds.), Proceedings of the 9th International Conference of the Learning Sciences . Chicago, IL.

Russell, E., Buzby, C., & Wilensky, U. (2010). Watershed Modeling For Education . Paper presented at the First International Conference for Geospatial Research & Application, Washington, DC.

Sengupta, P., & Wilensky, U. (2010). Balancing Electrons & Learning Electricity in 5th Grade: Emergence, Electric Current and Multi- Agent Based Models. Cognition and Instruction.

Stonedahl, F., & Stonedahl, S. (2010). Heuristics for Sampling Repetitions in Noisy Landscapes with Fitness Caching. Proceedings of the 12th Annual Conference on Genetic and Evolutionary Computation . Portland, OR.

Stonedahl, F., & Wilensky, U. (2010). Finding Forms of Flocking: Evolutionary Search in ABM Parameter-Spaces. Proceedings of the MABS workshop at the Ninth International Conference on Autonomous Agents and Multi-Agent Systems . Toronto, Canada.

Stonedahl, F., & Wilensky, U. (2010). Evolutionary Robustness Checking in the Artificial Anasazi Model. Proceedings of the AAAI Fall Symposium on Complex Adaptive Systems: Resilience, Robustness, and Evolvability. November 11-13, 2010. Arlington, VA.

Stonedahl, F., Rand, W., & Wilensky, U. (2010). Evolving Viral Marketing Strategies. Proceedings of the 12th Annual Conference on Genetic and Evolutionary Computation . Portland, OR.

Stonedahl, F., Rand, W., & Wilensky, U. (2010). Discovering Viral Marketing Strategies for Social Networks. Poster presented at the Workshop on Information in Networks (WIN 2010). Sept. 24-25. New York University, Stern School of Business, New York, NY, USA.

Wagh, A., & Wilensky, U. (2010). Agent-based and aggregate level reasoning elicited by problem scenarios and an agent-based model . Poster presented at the annual meeting of the American Education Research Association, Denver, CO, April 30-May 4.

Wagh, A., & Wilensky, U. (2010). Ideas-to-think-with: Useful pieces of knowledge about natural selection . In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.

Wilensky, U., & Novak, M. (2010).Teaching and learning evolution as an emergent process: The BEAGLE project. In Taylor, R. & Ferrari, M. (Eds.), Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy, 213-243.

Wilensky, U., & Papert, S. (2010).Restructurations: Reformulations of Knowledge Disciplines through new representational forms. In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14. p. 97.

Wilkerson-Jerde, M., & Wilensky, U. (2010). NetLogo HotLink Replay: A Tool for Exploring, Analyzing and Interpreting Mathematical Change in Complex Systems . Poster presented at K. Gomez & J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Chicago, IL, Jun 29 - Jul 2. Vol 2, pp. 374-375

Wilkerson-Jerde, M., & Wilensky, U. (2010). Qualitative Calculus of Systems: Exploring Students' Understanding of Rate of Change and Accumulation in Multiagent Systems . Paper presented at AERA 2010, Denver, CO.

Wilkerson-Jerde, M., & Wilensky, U. (2010). Seeing Change in the World from Different Levels: Understanding the Mathematics of Complex Systems. In M. Jacobson (Org.), U. Wilensky (Chair), and Peter Reimann (Discussant), Learning about Complexity and Beyond: Theoretical and Methodological Implications for the Learning Sciences. Vol 2, pp. 187-194 . In K. Gomez & J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) , Chicago, IL, Jun 29 - Jul 2.

Wilkerson-Jerde, M., & Wilensky, U. (2010). Reflected abstraction and knowledge reconstruction in expertise: Tracking mathematicians’ sensemaking around unfamiliar mathematical ideas . Paper presented at the 40th Annual Meeting of the Jean Piaget Society, St Louis, MO, June 3-5.

Wilkerson-Jerde, M., & Wilensky, U. (2010). Restructuring Change, Interpreting Changes:The DeltaTick Modeling and Analysis Toolkit . Paper presented at J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.

Yang, C.K. (2010). Analyzing school effects: Comparing School Effects on Achievement Gains versus Achievement Status. Poster presented at the IES conference, Washington DC. June 28-30, 2010.

Yang, C.K. & Wilensky, U. (2010). Reinterpreting school effects from the bottom up: Merging statistical analysis and a complex systems perspective. Poster presented at the Constructionism conference. Paris, France. August 16-20, 2010.

2009

Abrahamson, D. (2009, April). Appropriate tools: On grounding mathematical procedures in perceptual intuitions. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Abrahamson, D. (2009). Embodied design: Constructing means for constructing meaning. Educational Studies in Mathematics, 70(1), 27-47. [PDF] [Electronic Supplementary Materials]

Abrahamson, D. (2009). Orchestrating semiotic leaps from tacit to cultural reasoning-the case of anticipating experimental outcomes of a quasi-binomial random generator. Cognition and Instruction, 27(3), 175-224.

Abrahamson, D. (2009). A student's synthesis of tacit and mathematical knowledge as a researcher's lens on bridging learning theory. In M. Borovcnik & R. Kapadia (Eds.), Research and developments in probability education [Special Issue]. International Electronic Journal of Mathematics Education, 4(3), 195 - 226.

An, G., & Wilensky, U. (2009). From artificial life to in silico medicine: NetLogo as a means of translational knowledge representation in biomedical research. In A. Adamatzky & M. Komosinski (Eds.), Artificial Life Models in Software (2nd Ed.). Berlin: Springer-Verlag.

Berland, M., & Rand, W. (2009). Participatory simulation as a tool for agent-based simulation. Proceedings of the International Conference on Agents and Artificial Intelligence (ICAART-09), Porto, Portugal, 553-557.

Bers, M.U., & Horn, M.S. (2009). Tangible programming in early childhood: Revisiting developmental assumptions through new technologies. In I. R. Berson & M. J. Berson (Eds.), High-tech tots: Childhood in a digital world. Greenwich, CT: Information Age Publishing.

Blikstein, P., & Wilensky, U. (2009). An atom is known by the company it keeps: A constructionist learning environment for materials science using multi-agent simulation. International Journal of Computers for Mathematical Learning, 14(1), 81-119.

Blikstein, P., Wilensky, U., & Abrahamson, D. (2009, April). Towards a framework for cognitive research using agent-based modeling and complexity sciences. In M. Jacobson (Chair), M. Kapur (Organizer) & N. Sabelli (Discussant), Complexity, learning, and research: Under the microscope, new kinds of microscopes, and seeing differently. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.

Holbert, N. (2009). Learning Newton while crashing cars. Poster presented at Games, Learning, and Society 2009, Madison, WI, June 10-12.

Horn, M.S., & Shen, C. (2009). Frogs and Toads Memory: A Voronoi Twist on the Classic Children's Game. In Proc. Intl. Symposium on Voronoi Diagrams in Science and Engineering ISVD'09, Copenhagen, Denmark.

Horn, M.S., Solovey, E.T., Crouser, J.R., & Jacob, R.J.K. (2009). Comparing Tangible and Graphical Programming Interfaces for use in Informal Science Education. In Proc. ACM Conference on Human Factors in Computing Systems CHI'09, ACM Press, 975-984.

Horn, M.S., Tobiasz, M., & Shen, C. (2009). Visualizing Biodiversity with Voronoi Treemaps. In Proc. International Symposium on Voronoi Diagrams in Science and Engineering ISVD'09, Copenhagen, Denmark.

Kornhauser, D., Wilensky, U., & Rand, W. (2009). Design guidelines for agent based model visualization. Journal of Artificial Societies and Social Simulation, JASSS, 12(2), 1.

Lerner, R., Levy S.T., & Wilensky, U. (2009). Design of the Modeling Commons. Chais Conference, Tel Aviv, Israel.

Levy, S.T., & Wilensky, U. (2009). Students' learning with the Connected Chemistry (CC1) curriculum: Navigating the complexities of the particulate world . Journal of Science Education and Technology, 18(3), 243-254.

Mauks-Koepke, K.P., Buchanan, K., Relaford-Doyle, J., Souchkova, D., & Abrahamson, D. (2009, April). The double-edged sword of constructivist design. Paper presented at the annual meeting of the American Educational Research Association, San Dieo, CA.

Mioduser, D., Levy, S.T., & Talis, V. (2009). Episodes to scripts to rules: concrete-abstractions in kindergarten children’s explanations of a robot’s behavior.. International Journal of Technology and Design Education, 19(1), 15-36.

Shaer, O., Horn, M.S., & Jacob, R.J.K. (2009). Tangible User Interface Laboratory: Teaching Tangible Interaction Design in Practice, AIEDAM Special Issue on Tangible Interaction for Design, Spring 2009, 23(2), 251-261.

Sengupta, P., & Wilensky, U. (2009). Learning electricity with NIELS: Thinking with electrons and thinking in levels. International Journal of Computers for Mathematical Learning, 14(1), 21-50.

Stonedahl, F., Wilkerson-Jerde, M., & Wilensky, U. (2009). Re-conceiving introductory computer science curricula through agent-based modeling. In Proceedings of the AAMAS 2009 Workshop on Educational Uses of Multi-Agent Systems (EduMAS '09) (pp. 63-70). Budapest, Hungary.

Veeragoudar, S., & Abrahamson, D. (2009). At-risk voices speak, theory is all ears: Toward an empirically-based model of agency for STEM learning. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Wilkerson-Jerde, M., & Wilensky, U. (2009, April). Complementarity in agent-based and equation-based models. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Wilkerson-Jerde, M., & Wilensky, U. (2009, May). Understanding proof: Tracking experts' developing understanding of an unfamiliar proof. In F.-L. Lin, F.-J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proceedings of the ICMI Study 19 conference: Proof and Proving in Mathematics Education (Vol. 2, pp. 268-274). Taipei, Taiwan: National Taiwan Normal University.

Wilkerson, M. (2009). Agents with attitude: Exploring Coombs Unfolding technique with agent-based models. International Journal of Computers for Mathematical Learning, 14(1), 51-60.

Zolkower, B., & Abrahamson, D. (2009, April). Studying paradigmatic didactical-mathematical situations: Design and implementation of an experimental graduate level course for pre-service mathematics teachers and doctoral students. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

2008

Blikstein, P., & Wilensky, U. (2008). Implementing multi-agent modeling in the classroom: Lessons from empirical studies in undergraduate engineering education. In G. Kanselaar, J. van Merriënboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 266-273). Utrecht, The Netherlands: ISLS.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2008, March). Groupwork as a complex adaptive system: A methodology to model, understand, and design classroom strategies for collaborative learning. Paper presented at the annual conference of the American Education Research Association, New York, NY.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2008). The classroom as a complex adaptive system: An agent-based framework to investigate students' emergent collective behaviors. In G. Kanselaar, J. van Merriënboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 312-313). Utrecht, The Netherlands: ISLS.

Goldstone, R.L., & Wilensky, U. (2008). Promoting transfer by grounding complex systems principles. Journal of the Learning Sciences, 26(1), 465-516.

Horn, M.S., Solovey, E.T., & Jacob, R.J.K. (2008). Tangible programming and informal science learning: making TUIs work for museums. In Proc. Interaction Design and Children IDC'08, ACM Press, 194-201.

Jacob, R.J.K., Girouard, A., Hirshfield, L.M., Horn, M.S., Shaer, O., Treacy, E.S., and Zigelbaum, J. (2008). Reality-Based Interaction: A Framework for Post-WIMP Interfaces. In Proc. ACM Conference on Human Factors in Computing Systems CHI'08, ACM Press, 201-210.

Levy, S.T., & Wilensky, U. (2008). Inventing a "mid-level" to make ends meet: Reasoning through the levels of complexity. Cognition and Instruction, 26(1), 1-47.

Levy, S.T., & Mioduser, D. (2008).Does it «want» or «was it “programmed to…»? Kindergarten children’s explanations of an autonomous robot’s adaptive functioning.. International Journal of Technology and Design Education, 18(4), 337-359.

Rand, W., Blikstein, P., & Wilensky, U. (2008). GoGoBot: Group collaboration, multi-agent modeling and robots. In L. Padgham, D. Parkes, J. Müller & S. Parsons (Eds.), Proceedings of the 7th International Conference on Autonomous Agents and Multi-Agent Systems, AAMAS (Vol. 3, pp. 1717-1722). Richland, SC: International Foundation for Autonomous Agents and Multiagent Systems (IFAAMAS).

Reiter, S., & Maroulis, S. (2008). "Stable Processes of Exchange." Journal of Mathematical Economics, Volume 44, Issue 12.

Russell, E., & Wilensky, U. (2008, May). Consuming spatial data in NetLogo using the GIS Extension n . Paper presented at the annual meeting of the Swarm Development Group, Chicago, IL.

Sengupta, P., & Wilensky, U. (2008, March). Designing across ages: On the low-threshold-high-ceiling nature of NetLogo-based learning environments. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Sengupta, P., & Wilensky, U. (2008, March). On the representational and epistemological affordances of NetLogo-based science curricula. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Sengupta, P., & Wilensky, U. (2008). Learning activities as tools for formative assessment - Case study of a computational multi-agent based electricity curriculum (NIELS: NetLogo Investigations In Electromagnetism). In G. Kanselaar, J. van Merriëboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 383-391). Utrecht, The Netherlands: ISLS.

Sengupta, P., & Wilensky, U. (2008). On learning electricity in 7th grade with multi-agent based computational models (NIELS). In G. Kanselaar, J. van Merriëboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 123-125). Utrecht, The Netherlands: ISLS.

Sengupta, P., & Wilensky, U. (2008). On the learnability of electricity as a complex system. In G. Kanselaar, J. van Merriëboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 258-264). Utrecht, The Netherlands: ISLS.

Stonedahl, F., Kornhauser, D., Russell, E., Brozefsky, C., Verreau, E., Tisue, S., & Wilensky, U. (2008, May). Tinkering with turtles: An overview of NetLogo's Extensions API. Paper presented at the annual meeting of the Swarm Development Group, Chicago, IL.

Stonedahl, F., Rand, W., & Wilensky, U. (2008, July). CrossNet: A framework for crossover with network-based chromosomal representations. Paper presented at the 2008 Genetic and Evolutionary Computation Conference (GECCO), Atlanta, GA.

Stonedahl, F., Rand, W., & Wilensky, U. (2008, May). Multi-agent learning with a distributed genetic algorithm: Exploring innovation diffusion on networks. Paper presented at the Seventh International Conference on Autonomous Agents and Multi-agent Systems (AAMAS), Estoril, Portugal.

Wang, J., Dam, G., Yildrim, S., Rand, W., Wilensky, U., & Houk, J.C. (2008). Reciprocity between the cerebellum and the cerbral cortex: Nonlinear dynamics in microscopic modules. Complexity, 14(2), 29-45.

Wilkerson-Jerde, M., & Wilensky, U. (2008, March). Embedding environments as a mechanism for mathematical reasoning: An expert study. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Wilkerson-Jerde, M., & Wilensky, U. (2008). How do mathematicians learn mathematics? . In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano & A. Sepulveda (Eds.), Proceedings of the 2008 Joint Meeting of the International Group for the Psychology of Mathematics Education, PME-32 and PME-NA XXX (Vol. 4, pp. 409-416). Morelia, Mexico: PME.

Wilkerson-Jerde, M., Sengupta, P., & Wilensky, U. (2008). Perceptual supports for sense-making: A case study using multi-agent based computational learning environments. In G. Kanselaar, J. van Merriënboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the Eighth International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 151-152). Utrecht, The Netherlands: ISLS.

2007

Abrahamson, D., & Wilensky, U. (2007). Learning Axes and Bridging Tools in a Technology-Based Design for Statistics. International Journal of Computers for Mathematical Learning. 12(1), 23-55.

Abrahamson, D., Blikstein, P., & Wilensky, U. (2007). Classroom Model, Model Classroom: Computer-Supported Methodology for Investigating Collaborative-Learning Pedagogy. Proceedings of the Computer-Supported Collaborative Learning conference, New Brunswick, NJ.

Abrahamson, D., Wilensky, U., & Levin, J. (2007).Agent-Based Modeling as a Bridge Between Cognitive and Social Perspectives on Learning . In D. Abrahamson (Org.), Learning Complexity: Agent-Based Modeling Supporting Education Research on Student Cognition in Social Contexts. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.

Bakshy, E., & Wilensky, U. (2007). Turtle Histories and Alternate Universes; Exploratory Modeling with NetLogo and Mathematica. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 147-158). IL: Argonne National Laboratory and Northwestern University.

Blikstein, P., & Wilensky, U. (2007). Bifocal modeling: a framework for combining computer modeling, robotics and real-world sensing. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.

Blikstein, P., & Wilensky, U. (2007). Modeling manifold epistemological stances with agent-based computer simulation. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2007). Multi-agent simulation as a tool for investigating cognitive-developmental theory. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.

Blikstein, P., Rand, W., & Wilensky, U. (2007). Just a Cog in the Machine: Participatory Robotics as a Powerful Tool for Understanding Collaborative Learning. Computer Supported Collaborative Learning (CSCL), Rutgers University, Rutgers, NJ, USA.

Blikstein, P., Rand, W., & Wilensky, U. (2007). Examining group behavior and collaboration using ABM and robots. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 159-172). IL: Argonne National Laboratory and Northwestern University.

Felsen, M. (2007). "Complex Populations," in MODELS, 306090 Books, Volume 11, Emily Abruzzo, Jonathan D. Solomon, Eric Ellingsen(Eds.).

Gobert, J., Buckley, B., Levy, S., & Wilensky, U. (2007). Teasing apart domain-specific and domain-general inquiry skills: Co-evolution, bootstrapping, or separate paths? Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.

Horn, M.S., & Jacob, R.J.K. (2007). Designing Tangible Programming Languages for Classroom Use. In Proc. Tangible and Embedded Interaction TEI'07, ACM Press, 159-162.

Kornhauser, D., Rand, W., & Wilensky, U. (2007). Visualization Tools for Agent-Based Modeling in NetLogo. Proceedings of Agent2007, Chicago, November 15-17.

Levy, S.T., & Wilensky, U. (2007). How do I get there...straight, oscillate or inch? High-school students' exploration patterns of Connected Chemistry. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.

Levy, S.T., & Wilensky, U. (2007). Action across levels (AAL): A multiple levels perspective on what it means to make sense of complex systems. Paper presented at the EARLI 2007 conference, Budapest, Hungary, September 2007.

Ottino-Loffler, J., Rand, W., & Wilensky, U. (2007). Coevolution of Predators and Prey in a Spatial Model. Paper presented at the GECCO 2007 Conference. London, England. July 7-11.

Rand, W., & Stonedahl, F. (2007) The El Farol Bar Poblem and Computational Effort: Why People Fail to Use Bars Efficiently. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 71-86). IL: Argonne National Laboratory and Northwestern University.

Rand, W., & Wilensky, U. (2007). Full-Spectrum Modeling: From Simplicity to Elaboration and Realism in Urban Pattern Formation. Proceedings of the North American Association Computational Social and Organization Sciences conference (NAACSOS), Atlanta, GA.

Sengupta, P., Wilkerson, M., & Wilensky, U. (2007). On The Relationship Between Spatial Knowledge And Learning Electricity: Comparative Case Studies of Students Using 2D And 3D Emergent, Computational Learning Environments. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.

Stonedahl, F., & Rand, W. (2007). Evolution of Non-Uniform Cellular Automata using a Genetic Algorithm: Diversity and Computation. Paper presented at the 2007 Genetic and Evolutionary Computation Conference Conference (GECCO), London, UK.

Stonedahl, F., & Rand, W. (2007). Multi-agent Communication Disorders: Dynamic Breeding Networks in Genetic Algorithms. Paper presented at the Swarmfest 2007 Conference, DePaul University, Chicago, IL, July 2007.

Wilensky, U., & Centola, D. (2007). Simulated evolution: Facilitating students' understanding of the multiple levels of fitness through multi-agent modeling. Paper presented at the Evolution Challenges Conference. Phoenix, AZ. November 3, 2007.

Wilensky, U., & Rand, W. (2007). Making models match: Replicating agent-based models. Journal of Artificial Societies and Social Simulation (JASSS), 10(4).

Zigelbaum, J., Horn, M.S., Shaer, O., & Jacob, R.J.K. (2007). The Tangible Video Editor: Collaborative Video Editing with Active Tokens. In Proc. Tangible and Embedded Interaction TEI'07, ACM Press, 43-46.

2006

Abrahamson, D., Berland, M.W., Shapiro, R. B., Unterman, J. W., & Wilensky, U. (2006). Leveraging epistemological diversity through computer-based argumentation in the domain of probability. For the Learning of Mathematics, 26(3), 39-55.

Abrahamson, D., Janusz, R.M., & Wilensky, U. (2006). There once was a 9-Block... -- A middle-school design for probability and statistics. Journal of Statistics Education, 14(1).

Berland, M., & Wilensky, U. (2006). Constructionist collaborative engineering: Results from an Implementation of PVBOT.. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2006). Minsky, mind, and models: Juxtaposing agent-based computer simulations and clinical-interview data as a methodology for investigating cognitive-developmental theory. Paper presented at the annual meeting on the Jean Piaget Society, Baltimore, MD, June 1-3.

Blikstein, P., & Wilensky, U. (2006). An atom is known by the company it keeps: A constructionist learning environment for Materials Science using multi-agent simulation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April 7-11.

Blikstein, P., & Wilensky, U. (2006). From inert to generative modeling: Case studies of multi-agent-based simulation in undergraduate engineering education. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Blikstein, P., & Wilensky, U. (2006). 'Hybrid modeling': Advanced scientific investigation linking computer models and real-world sensing. Paper presented at the Seventh International Conference of the Learning Sciences, Bloomington, IL, June 27-July 1.

Blikstein, P., & Wilensky, U. (2006). A case study of multi-agent-based simulation in undergraduate materials science education. Paper presented at the Annual Conference of the American Society for Engineering Education, Chicago, IL, June 18-21.

Blikstein, P., & Wilensky, U. (2006). The Missing Link: A Case Study of Sensing-and-Modeling Toolkits for Constructionist Scientific Investigation. Proceedings of the International Conference for Advanced Learning Technologies (ICALT 2006) (pp. 980-982). Kerkrade, The Netherlands.

Blikstein, P., Rand, W., & Wilensky, U. (2006). Participatory, embodied, multi-agent simulation. Paper presented at AAMAS 2006.

Felsen, M., Watson, B., & Wilensky, U. (2006). Urban Complexity + Emergence: Procedural Modeling of City Activity and Form. In Surfacing Urbanisms: Recent Approaches to Metropolitan Design (pp. 261-265). Pasadena, CA: Woodbury University.

Jacobson, M., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. Journal of the Learning Sciences, 15(1), pp. 11-34.

Lechner, T., Watson, B., Ren, P., Wilensky, U., Tisue, S., & Felsen, M. (2006). Procedural modeling of urban land use. ACM SIGGRAPH 2006 conference.

Levy, S.T, Novak, M., & Wilensky, U. (2006). Students' foraging through the complexities of the particulate world: Scaffolding for independent inquiry in the connected chemistry (MAC) curriculum. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Levy, S.T., & Wilensky, U. (2006). Gas laws and beyond: Strategies in exploring models of the dynamics of change in the gaseous state. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Levy, S.T., & Wilensky, U. (2006). Emerging knowledge through an emergent perspective: High-school students' inquiry, exploration and learning in the Connected Chemistry curriculum. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Maroulis, S., & Wilensky, U. (2006). Using agent-based modeling to understand the social dynamics of schools. Paper presented at the Teacher Networks conference, Northwestern University, Evanston,IL, November 8.

Rand, W. (2006). Machine Learning Meets Agent-Based Modeling: When Not to Go to a Bar. Paper presented at Agent 2006, Chicago, IL.

Rand, W., & Wilensky, U. (2006). Verification and Validation through Replication: A Case Study Using Axelrod and Hammond's Ethnocetnrism Model. Proceedings of NAACSOS 2006, South Bend, IN, June 2006.

Rand, W., & Wilensky, U. (2006). NetLogo 3.1: Low Threshold, No Ceiling. Proceedings of the annual conference of the North American Association for Computational Social and Organizational Sciences (NAACSOS). Notre Dame, IN.

Rand, W., Blikstein, P., & Wilensky, U. (2006). Widgets, Planets, and Demons: the Case for the Integration of Human, Embedded, and Virtual Agents via Mediation. Paper presented at Swarmfest 2006, South Bend, IN, June 2006.

Sengupta, P., & Wilensky, U. (2006) NIELS: An agent-based modeling environment for learning electromagnetism. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Stonedahl, F., Tisue, S., & Wilensky, U. (2006). Breeding faster turtles: Progress towards a NetLogo compiler. In D. L. Sallach, C. M. Macal & M. J. North (Eds.), Proceedings of the Agent 2006 Conference on Social Agents: Results and Prospects (pp. 5-16). Chicago, IL: Argonne National Laboratory and the University of Chicago.

Unterman, J., & Wilensky, U. (2006). Dynamic Geometry Meets Participatory Simulations: The Design of PANDA BEAR (originally titled: "PANDA BEAR: Perimeter and area by embodied agent reasoning.") . Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Wilensky, U. (2006). Complex systems and restructuration of scientific disciplines: Implications for learning, analysis of social systems, and educational policy. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April 7-11.

Wilensky, U. (2006). Promoting ABM literacy: implications for design, scientific content and education. Paper presented at Agent 2006, Chicago, IL.

Wilensky, U., & Abrahamson, D. (2006). Is a disease like a lottery?: Classroom networked technology that enables student reasoning about complexity. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Wilensky, U., & Reisman, K. (2006). Thinking Like a Wolf, a Sheep or a Firefly: Learning Biology through Constructing and Testing Computational Theories -- an Embodied Modeling Approach (PDF). Cognition & Instruction, 24(2), pp. 171-209.

Wilensky, U., & Papert, S. (2006).Restructurations: Reformulations of Knowledge Disciplines through a change in representational forms. Unpublished working paper. Evanston, IL. Center for Connected Learning and Computer-Based Modeling. Northwestern University.

2005

Abrahamson, D., & Wilensky, U. (2005). Collaboration and equity in classroom activities using Statistics As Multi-Participant Learning-Environment Resource (S.A.M.P.L.E.R.). In W. Stroup and U. Wilensky (Chairs), & C. D. Lee (Discussant), "Patterns in group learning with next-generation network technology". Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.

Abrahamson, D., & Wilensky, U. (2005). Piaget? Vygotsky? I'm game: Agent-based modeling for psychology research. Paper presented at the annual meeting of the Jean Piaget Society. Vancouver, Canada, June 1-3.

Abrahamson, D., & Wilensky, U. (2005). ProbLab goes to school: Design, teaching, and learning of probability with multi-agent interactive computer models. Paper presented at the Fourth Conference of the European Society for Research in Mathematics Education, San Feliu de Guixols, Spain.

Abrahamson, D., & Wilensky, U. (2005). The stratified learning zone: Examining collaborative-learning design in demographically-diverse mathematics classrooms. In D. Y. White (Chair) & E. H. Gutstein (Discussant), "Equity and diversity studies in mathematics learning and instruction." Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.

Abrahamson, D., & Wilensky, U. (2005). Understanding chance: From student voice to learning supports in a design experiment in the domain of probability. In G.M. Lloyd, M. Wilson, J. L. M. Wilkins & S.L. Behm (Eds.), Proceedings of the Twenty Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.Roanoke, VA.

Abrahamson, D., Blikstein, P., Lamberty, K. K. & Wilensky, U. (2005). Mixed-media learning environments. Paper presented at the annual meeting of Interaction Design and Children 2005, Boulder, Colorado.

Berland, M., & Wilensky, U. (2005). Complex play systems -- Results from a classroom implementation of VBOT. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.

Blikstein, P., Abrahamson, D. & Wilensky, U. (2005). NetLogo: Where we are, where we're going. Paper presented at the annual meeting of Interaction Design and Children. Boulder, Colorado.

Blikstein, P., & Wilensky, U. (2005). Less is more: Agent-based simulation as a powerful learning tool in materials science. Paper presented at the 4th International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS 2005), Utrecht, Netherlands.

Gobert, J., Buckley, B., Dede, C., Levy, S., Slotta, J., & Wilensky, U. (2005). Technology features that support research through logging of student interactions with models. Paper presented at the Winter Text Conference, Jackson Hole, WY, January 20-23.

Hillis, T., Stroup, W., & Wilensky, U. (2005). Patterns of Risk Seeking and Aversion Among Pre-Service Teachers: Mathematical Decisions, Preference, Efficacy, and Participation. Annual Meeting of the American Educational Research Association, Montreal, Canada, April 11-15, 2005.

Levy, S.T., & Wilensky, U. (2005). Students' patterns in exploring NetLogo models, embedded in the Connected Chemistry curriculum. In J. Gobert (Chair) and J. Pellegrino (Discussant), "Logging students' learning in complex domains: Empirical considerations and technological solutions." Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.

Maroulis, S., & Wilensky, U. (2005). Modeling school districts as complex adaptive systems: A simulation of market-based reform. Paper presented at the 3rd Lake Arrowhead Conference on Human Complex Systems. Lake Arrowhead, CA, May 18-22.

Maroulis, S., & Wilensky, U. (2005). Leave no turtle behind: An agent-based simulation of school choice dynamics. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.

Rand, W., Brown, D., Riolo, R., & Robinson, D. (2005). Toward a graphical ABM toolkit with GIS integration. Paper presented at the Agent2005 Conference, Chicago, IL, October 13-14.

Sengupta, P., & Wilensky, U. (2008). On learning electricity in 7th grade with multi-agent based computational models (NIELS). G. Kanselaar, J. van Merriënboer, P. Kirschner, T. de Jong, eds. Proceedings of the International Conference for the Learning Sciences, ICLS2008, Utrecht, The Netherlands.

2004

Abrahamson, D. (2004). Embodied spatial articulation: A gesture perspective on student negotiation between kinesthetic schemas and epistemic forms in learning mathematics. In D. E. McDougall and J. A. Ross (Eds.), Proceedings of the Twenty Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Vol. 2 (pp. 791 - 797). Windsor, Ontario: Preney.

Abrahamson, D., & Wilensky, U. (2004). ProbLab: A computer-supported unit in probability and statistics. In M.J. Hoines & A.B. Fuglestad (Eds.), Proceedings of the 28th Annual Meeting of the International Group for the Psychology of Mathematics Education Vol. 1 (p. 369). Bergen: Bergen University College.

Abrahamson, D., & Wilensky, U. (2004). SAMPLER: Collaborative interactive computer-based statistics learning environment. In the Proceedings of the 10th International Congress on Mathematical Education, Copenhagen, July 4 – 11, 2004.

Abrahamson, D., & Wilensky, U. (2004). S.A.M.P.L.E.R.: Statistics As Multi-Participant Learning-Environment Resource. In U. Wilensky (Chair) and S. Papert (Discussant), "Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12 - 16.

Abrahamson, D., Berland, M.W., Shapiro, R.B., Unterman, J.W., & Wilensky, U. (2004). Leveraging epistemological diversity through computer-based argumentation in the domain of probability. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), Proceedings of The Sixth International Conference of the Learning Sciences (pp. 28 - 35). Mahwah NJ: Lawrence Erlbaum Associates.

Berland, M., & Wilensky, U. (2004). Virtual robotics in a collaborative constructionist learning environment. In U. Wilensky (Chair) and S. Papert (Discussant), "Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12 - 16.

Blikstein, P., & Wilensky, U. (2004) MaterialSim: an agent-based simulation toolkit for Materials Science learning. Paper presented at the International Conference on Engineering Education, Gainesville, Florida.

Buckley, B.C., Gobert, J.D., Kindfield, A., Horwitz, P., Tinker, R., Gerlits, B., Wilensky, U., Dede, C., & Willett, J. (2004). Model-based Teaching and Learning with BioLogica™: What do they learn? How do they learn? How do we know? Journal of Science Education and Technology, 13(1), 23-41.

Levy, S.T., Kim, H., & Wilensky, U. (2004). Connected Chemistry - A study of secondary students using agent-based models to learn chemistry. In J. Gobert (Chair) and N. H. Sabelli (Discussant), "Modeling Across the Curriculum (MAC): Technology, Pedagogy, Assessment, & Research." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12 - 16.

Levy, S.T., & Wilensky, U. (2004). Making sense of complexity: Patterns in forming causal connections between individual agent behaviors and aggregate group behaviors. In U. Wilensky (Chair) and S. Papert (Discussant), "Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12 - 16.

Lechner, T., Watson, B., Wilensky, U., & Felsen, M. (2004). Procedural modeling of land use in cities. Technical report NWU-CS-04-38. Evanston, IL: Northwestern University, Computer Science department.

Ratto, M., Shapiro, R.B., Truong, T., & Griswold, W. (2004). The ActiveClass Project: Experiments in encouraging classroom participation . Computer Support for Collaborative Learning , 37(10), 73-81.

Two versions of the original "Design and implementation" paper:

Tisue, S., & Wilensky, U. (2004, updated 2013). NetLogo: Design and implementation of a multi-agent modeling environment. In Proceedings of the Agent 2004 Conference on Social Dynamics: Interaction, Reflexivity and Emergence, Chicago, Illinois, October 2004.

Tisue, S., & Wilensky, U. (2004). NetLogo: Design and implementation of a multi-agent modeling environment. In Proceedings of the Agent 2004 Conference on Social Dynamics: Interaction, Reflexivity and Emergence, Chicago, Illinois, October 2004.(This is a combined, revised, and updated version of our ICCS and SwarmFest papers from earlier that year.).

Tisue, S., & Wilensky, U. (2004). NetLogo: A simple environment for modeling complexity. Proceedings of the International Conference on Complex Systems, Boston, May 16 - 21.

2003

Abrahamson, D., & Wilensky, U. (2003). The quest of the bell curve: A constructionist approach to learning statistics through designing computer-based probability experiments. In M. A. Mariotti (Ed.), Proceedings of the Third Conference of the European Society for Research in Mathematics Education. Pisa, Italy: University of Pisa. Retrieved June 1, 2009, from http://www.dm.unipi.it/didattica/CERME3/proceedings/Groups/TG5/TG5_abrahamson_cerme3.pdf.

Gobert, J., Horwitz, P., Tinker, R., Buckley, B., Wilensky, U., Levy, S.T., & Dede, C. (2003). Modeling across the curriculum: Scaling up modeling using technology. Paper presented at the Twenty-Fifth Annual Meeting of the Cognitive Science Society, Boston, MA, July 31 - August 2.

Horwitz, P., Gobert, J., Wilensky, U., & Dede, C. (2003). MAC: A longitudinal study of modeling technology in science classrooms. Paper presented at the National Educational Computing Conference (NECC), Seattle, WA.

Stieff, M., & Wilensky, U. (2003). Connected Chemistry - incorporating interactive simulations into the chemistry classroom. Journal of Science Education and Technology, 12(3), 285-302.

Wilensky, U., & Shapiro, B. (2003). Networked Participatory Simulations: Classroom Collaboration in Exploring the Dynamics of Complex Systems. Proceedings of the International Conference of the Learning Sciences, Oslo, Norway.

Wilensky, U., & Stroup, W. (2003). Embedded complementarity of object-based and aggregate reasoning in students developing understanding of dynamic systems. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, April 1-5.

Wilensky, U., & Stroup, W. (2003). Participatory Simulations guide for Computer-HubNet. Evanston, IL, Center for Connected Learning and Computer Based Modeling, Northwestern University. (Updated 2004, 2005)

Wilensky, U. (2003). Statistical mechanics for secondary school: The GasLab modeling toolkit. International Journal of Computers for Mathematical Learning,[Special Issue on agent-based modeling]. 8(1), 1-41.

2002

Abrahamson, D., & Wilensky, U. (2002). Statistics as situated probability: The design and implementation of S.A.M.P.L.E.R. Unpublished manuscript.

Abrahamson, D., Berland, M., Shapiro, R.B., Unterman, J., & Wilensky, U. (2002). Collaborative interpretive argumentation as a phenomenological-mathematical negotiation: A case of statistical analysis of a computer simulation of complex probability. Unpublished manuscript.

MSCP Project Summary (HTML)

Stieff, M., & Wilensky, U. (2002). ChemLogo: An emergent modeling environment for teaching and learning chemistry. Proceedings of the fifth biannual International Conference of the Learning Sciences(ILCS) , October 2002, (pp. 451-458), Seattle, WA.

Stroup, W., Kaput, J., Ares, N., & Wilensky, U. (2002). The nature and future of classroom connectivity: The dialectics of mathematics in the social space. Paper presented at the Psychology of Mathematics Education conference, Atlanta, GA, October.

Wilensky, U., & Stroup, W. (2002). Participatory Simulations: Envisioning the networked classroom as a way to support systems learning for all. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 13.

Wilensky, U., & Stroup, W. (2002). Participatory Simulations guide for Calculator-HubNet. Evanston, IL, Center for Connected Learning and Computer Based Modeling, Northwestern University. (Updated 2003, 2004, 2005)

2001

Wilensky, U. (2001). Embodied Learning: Students Enacting Complex Dynamic Phenomena with the HubNet Architecture. Paper presented at the annual meeting of the American Educational Research Association. Seattle, WA.

Wilensky, U. (2001). Emergent Entities and Emergent Processes: Constructing Emergence through Multi-agent programming. Paper presented at the annual meeting of the American Educational Research Association. Seattle, WA.

Two versions of "Modeling nature's..." paper:

Wilensky, U. (2001) Modeling nature's emergent patterns with multi-agent languages. Proceedings of EuroLogo 2001. Linz, Austria

Wilensky, U. (2001, updated 2013) Modeling nature's emergent patterns with multi-agent languages. Proceedings of EuroLogo 2001. Linz, Austria..

2000

Two versions of the original "Survival of the Groupiest" paper:

Centola D., McKenzie E., & Wilensky U. (2000). Survival of the groupiest: Facilitating students' understanding of multi-level evolution through multi-agent modeling - The EACH Project. In Proceedings of the Fourth International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute, and InterJournal Complex Systems, 377

Centola D., Wilensky U., & McKenzie E. (2000). A hands-on modeling approach to evolution: Learning about the evolution of cooperation and altruism through multi-agent modeling - The EACH Project. Proceedings of the Fourth Annual International Conference of the Learning Sciences, Ann Arbor, MI, June 14-17.

Wilensky, U. (2000) Modeling Emergent Phenomena with StarLogoT. @CONCORD.org, Winter 2000.

Wilensky, U., Hazzard, E., & Longenecker, S. (2000). A Bale of Turtles: A Case Study of a middle school science class studying complexity using StarLogoT. Paper presented at the meeting of the Spencer Foundation, New York, New York, October 11-13, 2000.

Wilensky, U., Stroup, W. (2000) Networked gridlock: Students enacting complex dynamic phenomena with the HubNet architecture. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth Annual International Conference for the Learning Sciences (pp. 282-289). Mahwah, NJ: Erlbaum. June 14 - 17.

1999

Berland, M., & Charniak, E. (1999). Finding parts in very large corpora. Proceedings of the 37th Annual Meeting of the Association for Computational Linguistics (ACL-99), College Park, MD, 57-64.

Stroup, W., & Wilensky, U. (1999). Assessing learning as emergent phenomena: Moving constructivist statistics before the individual and beyond the Bell-curve. In A.E. Kelly & R. Lesh (Eds.), Research in Mathematics and Science Education. Englewood, NJ: Lawrence Erlbaum Associates.

Wilensky, U., & Stroup, W. (1999). Participatory Simulations: Networked-based Design for Systems Learning in Classrooms. Presented at the PI meeting of the National Science Foundation, EHR division, June 3 - 4.

Wilensky, U., & Stroup, W. (1999). Learning through participatory simulations: Network-based design for systems learning in classrooms. Proceedings of Computer Supported Collaborative Learning (CSCL'99). Stanford, CA, December 12 - 15.

Wilensky, U., Hazzard, E., & Froemke, R. (1999). GasLab: An Extensible Modeling Toolkit for Exploring Statistical Mechanics. In R. Nikolov, E. Sendova, & I. Nikolova (Eds.). Paper presented at the Seventh European Logo Conference - EUROLOGO '99, Sofia, Bulgaria.

Wilensky, U., & Resnick, M. (1999). Thinking in Levels: A Dynamic Systems Perspective to Making Sense of the World (html) (pdf). Journal of Science Education and Technology, 8(1).

Two versions of the original "GasLab" paper:

Book version - Wilensky, U. (1999).GasLab: An extensible modeling toolkit for exploring micro- and macro-views of gases (HTML). In N. Roberts, W. Feurzeig, & B. Hunter (Eds.), Computer modeling and simulation in science education (pp. 151-178). Berlin: Springer Verlag.

Journal version - Wilensky, U. (2003). Statistical mechanics for secondary school: The GasLab Modeling Toolkit. International Journal of Computers for Mathematical Learning, 8(1), 1-41. (special Issue on agent-based modeling).

1998

Jacobson, M.J., Brecher, K., Clemens, M., Farrell, W., Kaput, J., Reisman, K., & Wilensky, U. (1998). Education in complex systems. In Y. Bar-Yam (Ed.), Proceedings of the Second International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute.

Resnick, M., & Wilensky, U.(1998).Diving into complexity: Developing probabilistic decentralized thinking through role-playing activities. Journal of Learning Sciences, 7(2), 153-171.

Westbury, C., & Wilensky, U. (1998). Knowledge representation in cognitive science: Implications for education (HTML). Paper presented at the First International conference on the Learning sciences and the challenges of the information era. Lima, Peru.

Two versions of "Learning Biology" paper:

Long version - Wilensky, U., & Reisman, K. (2006). Thinking like a wolf, a sheep or a firefly: Learning biology through constructing and testing computational theories - An embodied modeling approach. Cognition & Instruction, 24(2), 171-209.

Short version - Wilensky, U., & Reisman, K.(1998)Learning biology through constructing and testing computational theories - An embodied modeling approach. In Y. Bar-Yam (Ed.), Proceedings of the Second International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute.

Wilensky, U., & Reisman, K. (1998).ConnectedScience: Learning Biology through Constructing and Testing Computational Theories -- an Embodied Modeling Approach. In Y. Bar-Yam (Ed.), Proceedings of the Second International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute. Also reprinted in: InterJournal of Complex Systems, 234, pp. 1 - 12.

1997 and earlier

Wilensky, U. (1997). What is normal anyway? Therapy for epistemological anxiety. Educational Studies in Mathematics, 33(2), 171-202. (Special Issue on Computational Environments in Mathematics Education)

Wilensky, U. (1996). Modeling rugby: Kick first, generalize later?. International Journal of Computers for Mathematical Learning, 1(1).

Two versions of "Paradox and programming" paper:

Wilensky, U. (1995).Paradox, programming and learning probability. Journal of Mathematical Behavior, 14(2).

Wilensky, U. (1996). Making sense of probability through paradox and programming. In Y. Kafai & M. Resnick (Eds.), Constructionism in practice: Designing, thinking, and learning in a digital world.. Mahwah, NJ: Lawrence Erlbaum Associates.

Wilensky, U. (1995). Learning probability through building computational models (HTML). Paper presented at the Nineteenth International Conference on the Psychology of Mathematics Education. Recife, Brazil.

Wilensky, U. (1995). Making sense of place value: A case of capital numbers. Unpublished manuscript.

Wilensky, U., & Resnick, M. (1995). New thinking for new sciences: Constructionist approaches for exploring complexity. Paper presented at the annual meeting of theAmerican Educational Research Association, San Francisco, CA.

Resnick, M., & Wilensky, U. (1993). Beyond the deterministic, centralized mindsets: A new thinking for new science. Paper presented at the annual meeting of the American Educational Research association, Atlanta, GA.

Masand, B., Wilensky, U., Massar, J.P., & Redner, S. (1992). An extension of the two-dimensional self-avoiding walk series on the square lattice. Journal of Physics, A(Gen25).

Earlier work described in my thesis (and several previous papers) forms the theoretical backdrop for this project:

Wilensky, U. (1993). Thesis - Connected Mathematics: Building Concrete Relationships with Mathematical Knowledge (Printable PDF)

Wilensky, U. (1991). Abstract meditations on the concrete and concrete implications for mathematics education. In I. Harel & S. Papert (Eds.), Constructionism. Norwood, MA: Ablex Publishing.

Brandes, A., & Wilensky, U. (1991). Treasureworld: An Environment for the Study and Exploration of Feedback. In I. Harel & S. Papert (Eds.), Constructionism. Norwood, MA: Ablex Publishing.